Learning Beyond the Classroom: Developing the BAG-ONG Model of Experiential Teaching in Social Studies

An in-depth understanding of experiential teaching approaches is vital to enhancing the relevance and engagement of Social Studies instruction. This study aims to describe how Social Studies teachers implement experiential strategies, examine how these strategies align with real-world ap-plications, and develop a contextualized teaching framework rooted in local values. Anchored on Edgar Dale’s Cone of Experience and the principles of experiential learning, the study employed a qualitative descriptive research design. Ten key participants, composed of Social Studies educators utilizing community-based and experience-driven approaches, were selected through purposive sampling. Findings reveal that integrating local culture, lived experiences, and value-laden instruction significantly improves students’ connection to and appreciation of Social Studies. The study highlights the role of context, engagement, and personal growth in shaping transformative learning experiences. From these findings, the BAG-ONG Model of Experiential Teaching was developed, comprising Balorization, Actualization, Generalization, Organization, Nurturance, and Growth, which serves as a dynamic and culturally responsive model for 21st-century Social Studies instruction. The BAG-ONG model promotes value-centered, participatory, and reflective teaching that empowers learners beyond the boundaries of the classroom. It is then suggested that schools and universities can utilize a range of text and curricular materials, as well as pedagogies, that connect to young people’s lives and communities through culturally responsive teaching and learning.