Bridging classroom and real-world learning: The impact of field trips on geography students’ engagement and critical thinking in South Africa

Abstract

This study investigates the enhancement of learning in Geography Education through field trips at a South African university, guided by Dewey’s philosophy of experiential learning and Kolb’s Experiential Learning Cycle. The aim was to explore how practical, real-world experiences strengthen students’ comprehension of theoretical concepts and foster professional development. The research was framed within an interpretivist paradigm, emphasising the subjective meanings and experiences of participants. A qualitative approach was adopted, employing a case study design to provide in-depth insights into a specific field trip experience. The population comprised all third-year Geography Education students at the university, with a purposive sample of 17 participants who attended the field trip and completed the survey. Data was collected through an open-ended questionnaire (administered via Google Forms) immediately following the field trip, as part of a routine evaluation process. Responses were analysed using thematic analysis, allowing for the emergence of patterns and themes from participants’ narratives. Four themes emerged: experiential learning and concrete understanding, theory-to-practice integration, affective engagement and critical reflection, and skill development through collaborative learning. The findings reveal that well-structured field trips can substantially deepen learning, foster critical thinking, and build professional competencies. This well-structured and insightful study clearly demonstrates the value of experiential learning in Geography Education, although the noted challenges highlight areas needing further attention. This study contributes to the literature by applying the Dewey–Kolb framework in a South African higher education context, offering evidence of how experiential learning promotes academic and professional development.