BRIDGING THEORY AND PRACTICE: THE ROLE OF EXPERIENTIAL TEACHING METHODS IN CIVIC EDUCATION IN ZAMBIAN SECONDARY SCHOOLS
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Resumo
This study examined the role of experiential teaching methods in bridging the gap between theory and practice in Civic Education in selected secondary schools in Kabwe District, Zambia. The study was guided by two objectives: to explore teachers’ and learners’ experiences of using experiential teaching methods and to assess how these methods contribute to the development of civic competencies. A qualitative approach was adopted using a descriptive research design. Data were collected through semi-structured interviews, focus group discussions, and classroom observations in four selected secondary schools in Kabwe District. The sample comprised four Social Sciences Heads of Department, eight Civic Education teachers, and 24 learners who participated in four focus group discussions, giving a total of 36 participants. Data were analysed thematically. The study was guided by experiential learning theory, which emphasises learning through experience, reflection, and application. The findings indicate that experiential teaching methods, including debates, simulations, role-plays, case studies, and community-based activities, can enhance critical thinking, encourage active civic participation, and strengthen civic values and attitudes. The study concludes that experiential teaching methods can contribute to bridging the gap between theory and practice in Civic Education. It recommends strengthened teacher professional development, curriculum support, and provision of teaching and learning resources to facilitate the effective use of experiential approaches in developing active, informed, and responsible citizens in Zambia.
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