Experiential Learning Across University Faculties at the Arab International University, Syria and a comparison with state universities

This paper examines the integration of experiential learning across diverse faculties at the Arab International University (AIU), Syria, and contrasts these practices with the predominantly lecture-based approaches at state universities. Drawing on Kolb’s experiential learning cycle and subsequent scholarship, the study situates AIU’s practices within global debates while highlighting the unique challenges of the Syrian higher education landscape. In addition to a faculty-level analysis, the paper incorporates survey and interview data comparing private and state university students. Findings reveal that private university students report significantly higher levels of practical competence, motivation, civic engagement, and adaptability, while state university students often remain confined to theoretical knowledge with limited opportunities for application. These disparities underscore systemic inequities in access to experiential learning and their implications for employability and civic readiness. The discussion demonstrates that experiential learning at AIU not only enhances academic outcomes but also fosters resilience, social responsibility, and innovation—qualities urgently needed in Syria’s ongoing recovery. Policy recommendations are proposed to extend experiential methods into state universities through curriculum reform, faculty development, resource allocation, and national strategy alignment. In sum, the paper argues that experiential learning in Syria is not merely a pedagogical strategy but a nation-building tool, equipping graduates with the competencies required to lead reconstruction and contribute to global academic and professional networks. This document is added for archiving purposes. For more information visit www.aiu.edu.sy