This qualitative multiple-case study examined the implementation of an experiential learning component of an academic curriculum in six high schools in Turkey. Structures and supports that influenced programme implementation were examined using an implementation framework adapted from Durlak and Dupre. The study describes how the experiential learning programme is implemented. Findings indicate four areas that need ongoing attention: (1) supports for programme coordinators, (2) teacher training, (3) integration with academics and (4) school cultures that better support experiential learning.

When students are required to reflect on their experiential learning, they face many challenges. Moreover, if teachers and advisors do not implement reflection effectively, students are less likely to internalize the lessons they learn from their experiences. Based on a multi-case study applying grounded theory, this research examined how reflection on experiential learning was implemented at six International Baccalaureate schools in Turkey. Several patterns emerged across schools from which the authors developed a theoretical framework for conceptualizing the reflection process for experiential learning with respect to (1) timing and frequency of reflections, (2) formats and contexts for reflection, and (3) feedback about reflection. The authors make a number of recommendations for improving the reflection process in the aforementioned areas and offer suggestions for future research.