Experiential learning amid disequilibrium: Attuning to student emotions

Abstract

Educators recognize the significant role emotions play in experiential learning (EL), particularly in how they support students through the inherent emotion work. However, the traditional design of experiential learning theory (ELT) in higher education (HE) often presupposes a stable environment, which overlooks the impact of unpredictable external factors on students’ emotions and learning. Despite its critical importance, emotion work in EL remains underexplored, with emotional dynamics often obscured or dismissed as isolated incidents. This study sheds light on the heightened emotional challenges that arise during periods of sustained disequilibrium, such as the COVID-19-induced restrictions. It provides novel insights into the dynamic interplay of emotions and learning progression within EL frameworks, drawing on perspectives from EL educators, advisors, and students. The research underscores the importance of emotion-focused dialogue, educator-student connection, and assimilating autonomy needs in EL amid disequilibrium. It also identifies often-neglected elements in EL frameworks, such as students “sharing struggles” or “valuing work efforts,” alongside educator strategies like “personal anchoring.” The findings contribute to ELT by proposing adaptive strategies that integrate emotion work into pedagogical frameworks, enhancing reflection and conceptualization practices, and extending ELT’s applicability across diverse educational and work-based management learning settings.