Scholarlink

Background <p>To bridge academic instruction with real-world engagement, the University of Environment and Sustainable Development (UESD) implemented an experiential learning module that placed second-year students in selected rural communities within the Eastern Region of Ghana. This initiative aimed to deepen students’ understanding of environmental and sustainability challenges, strengthen community engagement skills, and expose them to the socio-cultural dynamics influencing grassroots development. This paper explored the transformative journey of UESD students through experiential learning.</p> Design <p>A qualitative design was adopted, involving purposive sampling of 30 students who had participated in Community Based Experiential Learning (CoBEL). These students were interviewed using a semi-structured interview guide designed to capture their personal narratives and reflections on CoBEL activities. The qualitative data collected were analyzed using thematic analysis.</p> Results <p>Four main themes were identified with their corresponding sub-themes: Understanding and Preparation for CoBEL (application of theory to practice, exposure to cultural and interpersonal diversity; peer-informed mental and physical preparation; anticipated project and academic opportunities); Field Experiences and Community Engagement (reality vs. expectations, community interaction and support, access to basic amenities, cultural adaptation and immersion); Personal and Academic Development (participation and teamwork, interpersonal growth and peer bonding, increased awareness of health disparities); and Challenges on the field (lack of community sensitization, health and safety risks, psychological and emotional strain, accommodation and living conditions).</p> Conclusion <p>The outcomes of this experience reaffirm the importance of integrating community-based experiential learning into higher education curricula. Their reflections underscore the importance of adequate preparation, both mentally and physically, and emphasize the necessity of institutional support mechanisms to ensure student well-being and program effectiveness.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Experiential learning and the transformation of University of Environment and Sustainable Development (UESD) students from classrooms to communities

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年2月9日

查看全文
  • Isaac Nyarko Kwakye,
  • Daniel Adom-Fynn,
  • Joel Arthur Tsatsu,
  • Shadrac Edemor Vondee,
  • Kwabena Opoku-Mensah,
  • Kwame B. Bour,
  • Adwoa Oforiwa Antwi,
  • Nuworza Kugbey

摘要

Background

To bridge academic instruction with real-world engagement, the University of Environment and Sustainable Development (UESD) implemented an experiential learning module that placed second-year students in selected rural communities within the Eastern Region of Ghana. This initiative aimed to deepen students’ understanding of environmental and sustainability challenges, strengthen community engagement skills, and expose them to the socio-cultural dynamics influencing grassroots development. This paper explored the transformative journey of UESD students through experiential learning.

Design

A qualitative design was adopted, involving purposive sampling of 30 students who had participated in Community Based Experiential Learning (CoBEL). These students were interviewed using a semi-structured interview guide designed to capture their personal narratives and reflections on CoBEL activities. The qualitative data collected were analyzed using thematic analysis.

Results

Four main themes were identified with their corresponding sub-themes: Understanding and Preparation for CoBEL (application of theory to practice, exposure to cultural and interpersonal diversity; peer-informed mental and physical preparation; anticipated project and academic opportunities); Field Experiences and Community Engagement (reality vs. expectations, community interaction and support, access to basic amenities, cultural adaptation and immersion); Personal and Academic Development (participation and teamwork, interpersonal growth and peer bonding, increased awareness of health disparities); and Challenges on the field (lack of community sensitization, health and safety risks, psychological and emotional strain, accommodation and living conditions).

Conclusion

The outcomes of this experience reaffirm the importance of integrating community-based experiential learning into higher education curricula. Their reflections underscore the importance of adequate preparation, both mentally and physically, and emphasize the necessity of institutional support mechanisms to ensure student well-being and program effectiveness.