Emerging Technologies as Catalysts in the Experiential Learning of Student Teachers

The rapid evolution of emerging technologies, such as virtual reality (VR), augmented reality (AR), artificial intelligence (AI), the metaverse, and immersive simulations, has a significant impact on experiential learning. Learners interact with dynamic and interactive environments that go beyond the boundaries of traditional classrooms. While VR bridges the physical and digital realms by creating simulated experiences, AI technologies personalize the learning process and offer new tools for developing the 4Cs competences - creativity, collaboration, critical thinking and communication - adapting and differentiating individual learning paths. Emerging technologies facilitate the design of didactic scenarios including virtual classrooms, adaptive feedback systems, and online interactions as a few of the tools that student teachers can use to implement teaching strategies and reflect on their outcomes. The paper proposes a reconfiguration of the experiential learning cycle which integrates in its stages - concrete experience, reflective observation, abstract conceptualization, and active experimentation - emerging technologies as tools that facilitate practical activities, stimulate collaboration within the triad formed by university coordinator, student teacher and mentor teacher, and consequently deepen the didactic competencies of all the three members. By reviewing existing literature, a conceptual framework for technology-enhanced pedagogical practice within the experiential learning cycle is proposed, in which innovative learning ecosystems can be created. By bridging theory and practice, emerging technologies serve as catalysts for experiential learning, preparing future educators to design and implement innovative didactic strategies developing the technology-enhanced learning environment.