International Journal of
Advanced Multidisciplinary Application

Volume 3, Issue 2

• Author(s)Arjun Malviya, Farah Noor Ali, S. P. Deshmukh, Lavanya Krishnamoorthy
• AffiliationDepartment of Education and Learning Sciences, Greenfield College of Arts and Science, Mysuru, Karnataka, India
• Page No.15-17
• Volume, Issue & YearVolume 3, Issue 2, Feb 2026
• Published On2026/02/17
• JournalInternational Journal of Advanced Multidisciplinary Application (IJAMA)
• ISSN No.3048-9350
• DOIhttps://doi.org/10.5281/zenodo.18672687

Article Indexing

Abstract

Experiential learning has emerged as a transformative pedagogical approach in higher education, emphasizing active participation, reflection, and real-world engagement. Traditional lecture-based instruction often limits the development of higher-order cognitive skills, particularly critical thinking, problem-solving, and analytical reasoning. This study investigates the impact of experiential learning strategies on the development of critical thinking skills among undergraduate students across multiple disciplines. A quasi-experimental research design was adopted, involving control and experimental groups exposed to traditional and experiential learning approaches respectively. Data were collected using standardized critical thinking assessment tools, reflective journals, and structured performance evaluations. Statistical analysis revealed significant improvement in critical thinking scores among students exposed to experiential learning methods. The findings highlight the importance of pedagogical innovation in fostering cognitive development and preparing students for complex professional environments.

Keywords: Experiential Learning, Critical Thinking, Higher Education, Pedagogy, Undergraduate Education

References

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