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Teachers’ Lived Experiences of Experiential Learning through Adventure-Based Educational Practices | ||
| School Administration | ||
| مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 24 آبان 1405 | ||
| نوع مقاله: Qualitative Research Paper | ||
| شناسه دیجیتال (DOI): 10.22034/jsa.2026.145493.2646 | ||
| نویسندگان | ||
| Nasser koleini Mamaghani* 1؛ Mehdi Abdolmaleki2؛ Reza mortezaei3 | ||
| 1Associate Professor, Department of Industrial Design, School of Architecture and Environmental Design, Iran University of Science and Technology, Tehran, Iran | ||
| 2PHD Candidate in Industrial Design, School Of Architecture and Environmental Design, Iran University of Science and Technology, Tehran, Iran, Corresponding Author | ||
| 3Associate, Industrial and Service Designer, OCAD U CO, OCAD University, Toronto, Ontario, Canada. | ||
| چکیده | ||
| This qualitative study aimed to gain a deep understanding of elementary school teachers lived experiences in empowering experiential learning through adventure-based educational practices inspired by the principles of Gaudí’s organic design. The research was grounded in an interpretative phenomenological framework using Interpretative Phenomenological Analysis IPA to explore the meanings and structures of teachers’ experiences within authentic school contexts. Participants were selected from elementary school teachers in Sanandaj using purposive sampling with maximum variation. Data were collected through 17 in-depth, semi-structured interviews and analyzed using Interpretative Phenomenological Analysis IPA. The findings revealed three overarching themes. Teachers’ experiences indicated that experiential learning contributed to their professional and personal growth, facilitated the transformation of student learning experiences particularly in social and cognitive skills and enhanced students’ motivation and engagement, representing a reciprocal growth process. Furthermore, the findings demonstrated that Gaudí-inspired design principles, including naturalness, fluidity, and aesthetics, functioned as an inspirational design lens for creating flexible, creative, and meaningful experiential learning environments rather than an independent educational framework. The study further clarifies that adventure-based educational practices serve as a context through which experiential learning is enacted, while experiential learning represents the central phenomenon under investigation. Overall, experiential learning inspired by organic design principles transforms teaching from a mechanical activity into a creative and meaningful process, supporting teacher empowerment, professional development, and learner-centered educational environments. The findings also highlight implications for educational leadership by emphasizing the importance of supportive organizational conditions that enable teachers to implement innovative and meaningful learning experiences. | ||
| کلیدواژه‌ها | ||
| Experiential learning؛ Gaudí’s organic design؛ elementary teachers’ lived experience؛ paradigm transformation | ||
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آمار تعداد مشاهده مقاله: 2 |
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