Using experiential learning of NGOs to enhance active citizenship education in school curriculum

Abstract

Purpose The purpose of this paper is to analyse and evaluate the implementation of an empathy model of experiential learning in real-life sites, with the help of NGOs, for developing students’ active citizenship in two Hong Kong Chinese secondary schools. Design/methodology/approach This study employs a case study in which teachers and the researcher engage in planning, implementing and evaluating an experiential learning unit which combines together both classed-based learning activities and experiential learning activities provided by NGOs in real-life settings. Qualitative interview findings are collected from teachers and students. Findings Incorporating experiential learning activities in thematic learning units provided by NGOs for the active citizenship of students can facilitate teachers to develop student learning outcomes of empathy and perspective taking derived from authentic experience. In particular, teachers’ reflect on how to facilitate Chinese students’ reflect on disadvantaged people and ethnic minorities. This action research study recommends that students’ conceptual understanding of concepts such as poverty and ethnic minorities should be developed before they participate in NGO’s experiential learning activities, so that the experiential experiences can add something on what they have already learnt. Originality/value This study found some useful implications for exploring ways for teacher development by applying an experiential learning model in combination with classroom-based learning for active citizenship. This research study recommends implementing pre-experiential conceptual building activities and post-experiential classroom-based enquiry and reflection activities to help students consolidate their learning experiences through verbal and written reflection, as well as on what actions that they can take.

Developing emerging leaders in civil society: an experiential learning initiative in North Macedonia

“…Experiential learning in marginalized communities begins by providing students with an understanding of poverty issues such that the community experiences can add to their previous learning (Chong, 2020). Engaging schools in experiential learning can have a positive impact on faculty creating opportunities for teachers to design learning outcomes of empathy, community connection, and understanding of marginalized groups that can be realized from authentic experiences (Chong, 2020).…”

“…Experiential learning in marginalized communities begins by providing students with an understanding of poverty issues such that the community experiences can add to their previous learning (Chong, 2020). The dynamic and collaborative relationship between a community and its youth provides enhanced community strength and more youth to thrive and emerge as leaders (Brennan & Barnett, 2009).…”