Strengthening Bonds: Shared Family and University Learning Experience in Initial Teacher Training

This study examines a shared family–university experiential learning activity implemented within an Early Childhood Education degree programme. Framed within an Emotional Education course, the initiative involved 464 participants and was analysed using a qualitative descriptive design based on open‐ended questionnaire responses. Findings reveal three interconnected dimensions: (1) emotional and relational experiences characterised by expansiveness, closeness and moments of vulnerability; (2) perceived learning outcomes linked to emotional literacy, recognition of family–school collaboration and professional awareness; and (3) design tensions and equity considerations emerging from participants' feedback. The study conceptualises shared experiential engagement with families as a relational pedagogical strategy that may shape pre‐service teachers' inclusive and participatory dispositions. By extending family participation into the university context, the findings make a theoretical and empirical contribution to discussions on experiential learning and relational approaches in initial teacher education.