The Challenge of Designing ‘More’ Experiential Learning in Higher Education Programs in the Field of Teacher Education: A Systematic Review Study

Although a long time has passed since the theoretical foundation of experiential learning was proposed, designing experiential learning instructions for master of education programme has proven to remain a challenge. We contribute to this matter by reviewing 31 empirical articles that have provided insights into what this “more” experiential learning could be about within the domain in focus. Results are systematically compared using four perspectives to distinguish situated and general characteristics. The review highlights a) three pillars of learning environments that foster experiential learning (Authenticity, Reflection, and Collaboration), b) learning processes within each pillar, c) categories of factors with facilitating and hindering influence on learning (Student, Learning Environment and Mediating), and d) a variety of learning outcomes. Moreover, this review identifies several gaps in the research literature and reveals an unbalance between the number of studies exploring re- and de- contextualization of knowledge within experiential learning. Finally, the findings are discussed to provide a) more clarity about the design of experiential learning, and b) recommendations for future theory building and practical implementation.