Experiential Learning and Creative Self-Efficacy in Higher Education: A Systematic Literature Review

Authors

  • Yao Heng Malaysia University of Science and Technology (MUST)Block B, Encorp Strand Garden Office, No. 12, Jalan PJU 5/5, Kota Damansara, 47810 Petaling Jaya, Selangor, Malaysia,Xi’an University of Architecture and Technology(XAUAT),Beilin District Yanta Street No 13. 710055. Xi'an, Shaanxi Province China

Keywords:

Experiential Learning, Creative Self-Efficacy, Higher Education, Kolb’s Learning Cycle, Innovative Pedagogy

Abstract

This study systematically reviews the impact of experiential learning on creative self-efficacy (CSE) in higher education, emphasizing its transformative potential. Using Kolb’s experiential learning theory as a framework, the review examines key components such as hands-on activities, reflective practices, and interdisciplinary methods that foster creativity and self-confidence. Pedagogical strategies like project-based learning, technology-enhanced approaches, and mentorship were identified as effective in boosting CSE, while transferable skills such as critical thinking and resilience were notable outcomes. Despite these advancements, significant gaps remain, including limited understanding of the long-term effects of experiential learning and the role of cultural and individual differences. By addressing these gaps, this study aims to guide educators and policymakers in optimizing experiential learning practices to cultivate creativity and innovation in academic settings.

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Published

2025-01-25

How to Cite

Yao Heng. (2025). Experiential Learning and Creative Self-Efficacy in Higher Education: A Systematic Literature Review. International Journal of Sciences: Basic and Applied Research (IJSBAR), 76(1), 1–13. Retrieved from https://gssrr.org/index.php/JournalOfBasicAndApplied/article/view/17325

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Articles