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How Experiential Learning Grows Global Citizens

Students who engage in activity-based, hands-on learning are more confident, empathetic global citizens equipped to meet real-world challenges.

Many wise educators and philosophers have said, “It’s not what you learn but how you learn.” According to studies across educational disciplines, the “how” in deep learning comes from hands-on, experiential learning—an approach that schools and training providers are implementing more of.

Stratford Hall

At Stratford Hall, an independent school in Vancouver, experiential learning is a cornerstone of its educational philosophy. The school follows the International Baccalaureate (IB) framework, which emphasizes inquiry-based learning and encourages students to become active participants in their education.

“Our focus on inquiry empowers students to ask questions, explore solutions and reflect on their learning,” says Hazel Chee, senior school principal. “Coupled with hands-on, experiential activities, the IB framework provides a rich, holistic learning experience that integrates academic and personal implementation of critical thinking skills and social development.”

This development starts at a young age. In the Primary Years Program, students engage in true “inquiry,” building thinking dispositions, or patterns of thinking and problem-solving.

Students are considered inquirers when they research, plan, collect data, problem-solve and explore through play, to name just a few examples. “From the early stages of asking meaningful questions, students use hands-on learning to arrive at solutions,” says Chee. “This approach not only enhances engagement but also fosters critical life skills like problem-solving, collaboration and creativity.”

One program that exemplifies hands-on learning is the Middle Years Design and Technology course, in which students tackle real-world problems through design thinking. “For example, grade 9 students recently worked on projects where they designed and created functional prototypes to solve everyday challenges—such as water filtration systems for remote areas or sustainable packaging solutions,” says Chee.

Another standout program is the Outdoor Experiential Education, where students engage in environmental studies directly in nature. Junior School students learn about ecosystems and biodiversity through gardening projects on campus, while older students participate in multi-day excursions where they study ecological systems and sustainability, applying their learning through conservation efforts like trail restoration and wildlife monitoring.

strategies, we ensure that our students are well-prepared to passionately steward our changing world with the practical skills and intellectual curiosity they need to succeed,” Chee says.

Collingwood School

Collingwood School is another Vancouver-based school that provides students with various opportunities and ways to show what they know and can do. In the Junior School, (JK to grade 7), hands-on learning is demonstrated through Experiential Education, which immerses students in an experience and then supports reflection to develop new skills, attitudes or ways of thinking. “We believe it is one of the best ways to learn,” says Lisa Evans, head of school. “Our programs promote innovation through infusing technology, design thinking and making, developing environmental awareness and global perspective.”

They also participate in land-based learning, where students can engage in meaningful and authentic learning in their local environment. “The water cycle comes alive with meaning when students see a dry stream bed,” Evans says. “Mapping makes more sense when students use a compass to set off through the forest in search of waypoints”

In the Senior School (grades 8-12), hands-on learning is demonstrated through ExL Experiences, during which students spend time outdoors engaged in a variety of innovative learning opportunities.

“Instead of simply absorbing information, students develop deeper comprehension by actively interacting with materials, solving problems and experimenting,” Evans says. “This approach fosters critical thinking, problem-solving skills, and a lifelong love of learning.”

A key example is the BC First Peoples 12 mapping project, a project-based learning experience that integrates First Peoples principles of learning and emphasizes student reflection in the form of journaling. Separate units explore issues and topics such as identity, story, history, law and pathways toward reconciliation, and students engage in questions about the landscapes, resources and peoples of BC, before and after contact with European settlers.

“Sitting around the map, students then explore the link between land and culture and how people’s landscape and climate influence cultural expressions, such as language, art and ceremony,” says Evans. “Each individual’s learning is to the shared benefit of everyone in the circle. As a result, the class features a lot of relational peer-to-peer learning through discussion, modelling and presentations, with teachers providing support and guidance.”

St. Michael’s University School

Denise Lamarche is the director of academics at St. Michaels University School in Victoria, a junior kindergarten to grade 12 independent day and boarding school, which emphasises experiential learning through programs such as outdoor education, experiential and global education trips and mentorship opportunities.

“Students are able to explore different career paths, build professional relationships and develop essential skills,” she says. “For example, collaborations with the University of Victoria allowed students in an Engineering 10 class to prototype and design adaptations for prosthetic limbs for basic skills like zipping up a jacket and then collaborate with industry experts on bringing it to life.”

SMUS integrates career-oriented learning because it extends learning beyond the classroom and provides students with valuable opportunities to apply their knowledge in practical, real-world settings.

“By partnering with local businesses, universities and professional organizations, SMUS has created a rich environment where students can engage in leadership roles, entrepreneurship, and community service, all while gaining hands-on experience that is crucial for career readiness,” Lamarche says.

SMUS’s commitment to STEAM (Science, Technology, Engineering, Arts, and Mathematics) is a great example of how the school brings these elements together. Students take courses like coding, robotics, digital art and data analysis while gaining tactical experience in these fields. “This enables them to apply their knowledge to real-world scenarios and helps prepare them for careers in a technology-driven society,” Lamarche says.

They also challenge their critical thinking, creativity and technological proficiency—skills that are increasingly important in today’s job market.

“St. Michaels University School is not just preparing students for their next step in life,” Lamarche says. “It is nurturing future leaders who are equipped with the skills, experiences and values needed to thrive in an increasingly complex and interconnected world.”

Aspengrove

Aspengrove strives to offer a world-class education in a uniquely Vancouver Island way. For example, on its 40-acre campus the school has a Living Lab, a purpose-built outdoor classroom that supports science learning through a garden, pond and bee hives. “Learning by doing is at the core of our International Baccalaureate program, as well as ensuring that there are no ordinary days at Aspengrove,” says Dr. Gary Kern, Aspengrove’s head of school. “Aspengrove also recognizes the importance of co-curricular engagement, individual character and social responsibility.”

At the younger grades, the school’s Forest Program enriches classroom learning by providing teacher led exploration and learning opportunities in the natural environment. “Our students learn how to explore, observe and inquire in their daily walks and play throughout the campus,” Dr. Kern says.

At the older grades, the co-curricular program has been developed to celebrate the activities that define living on the West Coast, which means students participate in a variety of activities including mountain biking, skiing and snowboarding, rock climbing, and trail running, as well as arts and academic clubs that celebrate Vancouver Island.

Aspengrove just celebrated its 20th year as Nanaimo’s only ISABC School (Independent Schools Association of BC) and the team is excited to build upon those first two decades. “Nanaimo is becoming a globally minded community,” Dr. Kern says, “and Aspengrove aspires to lead our community in welcoming new families to our community and to prepare future leaders for a changing world.”

Pear Tree School

“We believe students learn best when they are actively engaged with the material, making real-world connections that go beyond textbook theory,” says Paul Romani, founder and director at Pear Tree School.

The school’s entire progressive curriculum is built around experiential and project-based learning, where critical thinking is embedded into every step. Students are encouraged to explore, question, and apply their knowledge to solve problems or create something meaningful.

One program example is the Urban Design theme for grades 6-7, where students actively engage in the process of city planning. They conduct fieldwork to explore local neighborhoods, identify design challenges and study urban infrastructure.

“From there, students work in teams to design their own sustainable city models, using both physical materials and technology to bring their vision to life,” Romani says. “This process combines geography, math and environmental studies, giving them practical, real-world applications of these subjects.”

For younger students, in the Pets theme (grades K-1), hands-on learning includes activities such as visiting local pet shelters and interacting with animals to learn about animal care, habitats and the responsibilities of pet ownership. They also apply math and science by measuring food portions or creating habitat models for different types of pets.

“Hands-on learning is more than just an educational tool at Pear Tree School—it’s part of how we instill critical life skills,” Romani says. “Our students develop creativity, resilience, collaboration and a passion for problem-solving, preparing them for becoming innovators and conscientious global citizens.”

Southridge

In its Senior School, Southridge incorporates experiential approaches through the Harkness philosophy, which fosters discussion-based, student-led learning. In the Junior School, inquiry-based, experiential learning is delivered through the International Baccalaureate Program.

“At Southridge, service and service learning are defining parts of every student’s experience, from K-12,” says Renée Lepp, director of enrollment management. “Service learning allows students to develop analytical critical thinking skills, research skills and effective communication skills both in advocating for others and reflecting on their own experiences.”

The Senior School Educational Program (SSEP) is a future thinking framework that is used to inform, guide, and provide opportunities for our students to develop across a variety of educational areas. It incorporates the academic program, the co-curricular program (including athletics), the service learning program, the arts program, outdoor education, and character development.

“Beginning in grade 3, all students engage in outdoor learning experiences that become progressively more challenging and longer in duration as they advance through the grades,” Lepp says. “Whether through the IB framework, Harkness discussions or real-world learning experiences, Southridge fosters a holistic educational approach that nurtures both intellectual growth and personal development.”

Urban Academy

Hands-on learning is a core part of Urban Academy’s philosophy because it enhances students’ critical thinking, problem-solving and engagement skills. “Whether through technology integration, art, science experiments, travel, outdoor education, leadership opportunities or real-world projects, students have opportunities to apply their knowledge in practical, meaningful ways,” says Mike Slinger, head of school.

Students are exposed to a variety of learning from technology to outdoor ed, athletics and the arts, as well as a plethora of specialized academic opportunities.

“Last year, our grade 2 completed a Language Arts and Technology project, where students combined fairy tale writing with digital literacy,” Slinger says. “They wrote their own stories, created digital worlds using CoSpaces, and brought their tales to life with green screen technology.”

The project culminated with a presentation of their project growing their public speaking skills. This project blended creativity and technology, giving students practical experience with tools they’ll use in the future while developing their narrative and technical skills.

Mulgrave School – The International School of Vancouver

Mulgrave’s approach is to empower curiosity through hands-on learning, guiding students to explore, experiment and engage deeply with the world around them. As an IB school, it integrates real-world experiences into the curriculum, from preschool through to grade 12.

As a ‘continuum’ school that serves learners from preschool to graduation, Mulgrave has the unique opportunity to scaffold students’ learning very intentionally, developing their skills in an incremental and age-appropriate manner. “Some of our youngest learners in preschool recently demonstrated an interest in volcanos during their Unit of Inquiry, so teachers took the opportunity to engage in a hands-on project to create a volcano,” Craig Davis, head of school. “They explored working with paper mache while enjoying a messy experience!”

Grade 3 students enjoy outdoor learning weekly, engaging in activities such as learning about place values and measurements using found materials in nature. “Students demonstrate great focus outdoors, away from technology and in an environment where they can learn freely and express themselves in different ways,” Davis says. “This approach to learning continues through the grades with projects such as designing garden beds using math functions, through to tackling trigonometry problems related to shadows cast by trees.”

Entrepreneurship courses and involvement in the YELL programme offer incredible hands-on learning about the stock market, creating business plans and thinking about making a positive impact in the realm of social entrepreneurship. “From our Junior School Climate Crew to our Upper School council structure, students can also practice voice and choice in a variety of disciplines that resonate with them, including the arts, DEI and wellbeing,” Davis says.

Hands-on in the Workplace

There is plenty of evidence that hands-on learning in school leads to great success in the workplace, as well. A study by Forbes says, “Hands-on learning offers time and space to think through each action, as well as support from teachers who can provide real-time feedback. Traditional learning practices will always have their place in education. However, in the real world, some things can’t be learned by watching another individual do a task or having it explained; it takes actually performing the task in a safe, protected environment to learn how to do it right.”

Excellence in Manufacturing Consortium

Students that have been prepared with hands-on learning are better equipped to enter the workforce, and programs like WILWorks (work integrated learning) through Excellence in Manufacturing Consortium (EMC) are the next step for helping students find meaningful careers. EMC supports manufacturers with hiring student talent through internships, co-op placements, practicums or applied research projects. Through the WILWorks program, EMC creates partnerships with colleges, universities and polytechnics to help develop a pipeline of future employment-ready graduates.

Amy Edwards, training manager at EMC says hands-on learning is valuable because it ensures the participants are able to apply the tools and skills they have learned from the program. “This is demonstrated by participants through many different ways,” she says. “The most effective way we have found with our programs is by having participants complete a Workplace Performance Project where the participants select a problem in the workplace, finds a solution and implements a solution (when possible).”

EMC applies this educational theory by teaching a seven-step problem solving strategy, which participants then apply to identify and solve a process improvement problem within the workplace and helps to find a solution.

Carolyn Rasiuk, training and content development specialist for EMC, says a learn-then-do approach is a proven strategy for moving from knowledge gain to genuine competency. “While EMC has developed many asynchronous training modules recently to address employers’ needs for rapid, adaptable and flexible skill development, hands-on training will always have an important role in learning,” she says. “EMC runs programs that include applied learning through solving authentic workplace problems to demonstrate problem solving, critical thinking and collaboration among other learned skills. WIL is also a common approach especially for younger or newer workers.”

LEARN MORE:

Stratford Hall

Collingwood School

St. Michael’s University School

Aspengrove School

Pear Tree School

Southridge School

Urban Academy

Mulgrave School

EMC/WILWorks