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Fostering active citizenship through experiential learning strategies in civic education in Nakonde District, Zambia
Kawila Chanda
Dingase E. Mtonga
Abstract
This study explores the forms of experiential learning strategies in civic education that foster active citizenship among learners in four selected secondary schools of Nakonde District, Zambia, through the lenses of Kolb's Experiential Learning Theory.The study used a qualitative research approach within an interpretive paradigm and a descriptive case study design.The target population comprised Civic Education teachers and Grade Twelve learners, from which thirty-two participants were selected using purposive and homogeneous sampling techniques.The data were collected using classroom observations, semi-structured interviews, and focus group discussions, and analyzed thematically.The findings reveal a predominant use of non-immersive, classroom-based experiential learning strategies implemented inconsistently across schools.Group discussions and dramatization emerged as the most frequently utilized strategies, while debates and learner presentations are implemented consistently in only one school.Opportunities for immersive experiential learning strategies, such as field trips, community engagement activities, civic campaigns, and interaction with civic institutions, are limited across most schools.The study concludes that although experiential learning strategies are widely acknowledged as effective for fostering active citizenship, their integration in Civic Education remains constrained, largely classroom-bound, and unevenly applied.This limits learners' exposure to authentic civic experiences necessary for translating civic knowledge into practical civic action.The study contributes new insights by demonstrating that the dominance of non-immersive strategies reflects structural and institutional limitations rather than a lack of teacher awareness or learner interest.This study recommends strengthened institutional support, teacher professional development, and sustained school-community partnerships to enhance the integration of experiential learning.
