GIC director EUR ING Dr Man Fung Lo reflects on the importance of experiential learning in technology education, highlights the theories of experiential learning, discusses several types of experiential learning activities, and shares his experience in organizing them.
Last month, I attended the 2025 Accreditation Council for Entrepreneurial and Engaged Universities (ACEEU) Forum Universities (ACEEU) Forum in Prague, Czech Republic. During the PechaKucha presentations, I learned about many inspiring initiatives in entrepreneurial education and university–industry–community engagement from institutions across the United Kingdom, United States, Canada, South Africa, the Philippines, and Australia, among others. The presentations prompted me to reflect deeply on my own teaching and learning practices. One key insight that emerged from this reflection is the importance of adopting experiential learning approaches. In this article, I would like to share what experiential learning is, its underlying theories, and highlight its various types of experiential learning within technology education.
Experiential Learning
According to Adnan et al. (2023, p. 44808), experiential learning is defined as “the knowledge, affective insights, and comprehension we achieve from our experiences”. It emphasizes learning through direct experience, where knowledge is created by transforming experience into understanding (McLeod, 2013). The Kolb’s learning model, one of the key experiential learning theories, comprises a four-stage cycle (Lam & Chan, 2013; Kolb, 1984): Concrete Experience, Reflective Observation, Abstract Conceptualization, and Active Experimentation. Kang et al. (2022) elaborated on these four major principles: exposing students to new experiences through hands-on approaches, guiding reflection to connect new and prior learning, encouraging abstraction of new knowledge, and helping students apply this knowledge in practical settings. Other experiential learning theories or models include the Honey-Mumford learning model, the Matsuo-Nagata learning model, and the 4MAT learning model (Adnan et al., 2023). Experiential learning activities include industry/community research projects, guest speakers, internships/work placement, field visits, hackathons and virtual computer laboratories (Allen, 2021; Kang et al., 2022; Konak et al., 2014). In technology education, this approach strengthens problem-solving, critical thinking, and innovation by connecting theoretical concepts with real-world technological applications.
Hackathons
Hackathons are intensive and time-bound collaborative events where participants work in teams to solve real-world challenges, often related to software development or engineering design, fostering experiential learning. Towhidi and Pridmore (2022) found hackathons effectively close the skills gap in Information Systems education by motivating hands-on problem solving and enhancing soft skills. According to Sotaquirá-Gutiérrez et al. (2025), hackathons enable engineering students to apply and develop design skills in a competitive and immersive environment, accelerating rapid learning through interaction with experts and real-world constraints. Araújo et al. (2025) reported hackathons significantly promote soft skills development in software engineering students, including creativity, teamwork, and knowledge application, supported by psychological motivation theories. All three studies highlight hackathons as dynamic experiential learning environment uniquely combining theory with practice, fostering technical and soft skill growth within a realistic, high-pressure setting. Their similarity lies in recognizing hackathons as valuable bridges between classroom learning and industry-relevant experience.
Several reputable hackathons are held annually in Hong Kong, China, including the Open Data Hackathon (organized by the Hong Kong Technology Advancement Group and co-organized by the Digital Policy Office), Cathay Hackathon (organized by Cathay Pacific), and IoT Data Hackathon Hong Kong (organized by GS1 Hong Kong – Internet of Things Industry Advisory Council), among others. In recent years, I have been pleased to mentor my students to participate in the Inter-School Innovation Competition on Insurance Technology, the Open Data Hackathon: Smart Living and the Tableau’s Iron Viz. These were enjoyable experiences where my students and I learned valuable lessons in collaboration, innovation, and real-world problem solving that enriched our teaching and learning practices.
Industry Real-world Projects
Industry real-world projects in technology education provide students with authentic opportunities to apply theoretical knowledge while collaborating with external industry partners. These projects typically mirror professional environments, involving comprehensive activities such as requirement gathering, design, development, and evaluation, which align closely with real-world technology practices. Kirwan et al. (2023) found that integrating industry projects through authentic assessment fosters continuous feedback and improves curriculum relevance. Chen et al. (2023) reported that adopting real-life, medium-level complexity industry projects in a software engineering course enhanced students’ applied design, communication, and lifelong learning skills through authentic assessment. Furthermore, Chatzidaki et al. (2025) emphasized how industry-driven capstone projects develop critical project management skills, including planning, decision-making, and risk management, reflecting industry standards. All three articles emphasize the value of close academia-industry collaboration in enhancing students’ professional readiness, bridging the gap between theory and practice, and equipping graduates with both technical and interpersonal skills crucial for dynamic workplaces.
I am glad to have participated in and supervised a collaboration with a reputable pharmaceutical company during my tenure at the Chinese University of Hong Kong, which exemplifies the power of industry partnerships to enhance experiential learning. The Data Science and Policy Studies Capstone Student Team worked under the supervision of the company and our faculty to systematically review privacy issues related to synthetic healthcare data, presenting findings at a conference co-hosted by the company and the Artificial Intelligence Society of Hong Kong in December 2022. This project immersed students in a real-world challenge balancing data sharing and patient privacy, providing a platform for applying academic research with direct industry relevance. The collaboration highlighted the critical role of cross-sector knowledge exchange and the importance of policy alongside technical innovation. This experience underscores how authentic partnerships enrich student learning by fostering practical skills, interdisciplinary understanding, and professional engagement critical for future tech careers. This approach exemplifies bridging theory with impactful, real-world applications.
Field Visits
Field visits and virtual site visits are effective experiential learning methods that bridge classroom concepts with real-world contexts. Carbone et al. (2020) found industry site visits enhance engineering students’ understanding of workplace processes, strengthen university-industry partnerships, and shape career identity by linking curriculum to industry practices. le Brasseur et al. (2023) reported that virtual site visits, employing multi-sensory digital tools aligned with Kolb’s experiential learning model, provide a comprehensive learning experience comparable to physical visits, enhancing site comprehension and student engagement. Both studies underscore the experiential nature of site visits, physical or virtual, as pivotal for active learning, contextual knowledge acquisition, and career readiness in technology education. Their similarity lies in demonstrating how immersive and authentic engagement with industry environments fosters deeper understanding and motivation for future professional practice.
In my practice, I regularly organize such experiential learning activities to enrich students’ horizons. For instance, geospatial data plays an important role in addressing social problems, and I organized a field visit to the Geospatial Lab (established by the Development Bureau of the HKSAR Government) for students to understand spatial data and GIS applications. Another example is the E&M InnoZone (by the Electrical and Mechanical Services Department (EMSD) of the HKSAR Government), showcasing interactive Innovation & Technology projects resulting from EMSD’s collaborations with academic and research institutions in Hong Kong, China. Students positively expressed how technology can be adopted for social good.
Summary
Experiential learning plays a critical role in student success by enhancing both employability and essential soft skills such as communication, teamwork, and problem-solving. This immersive approach bridges the gap between academic theory and real-world application, preparing students to navigate complex professional environments confidently. Achieving these outcomes requires close collaboration among industry partners, government bodies, universities, educators, and students themselves. By working together to design, implement, and continuously improve experiential learning opportunities, stakeholders can ensure these educational experiences are relevant, impactful, and aligned with evolving workforce needs. This collaborative effort is vital for cultivating adaptable, skilled graduates ready for future challenges.
The IFIP IP3 Global Industry Council (GIC) serves as the principal forum for employers and educators to engage with IP3 and shape the global ICT profession. Each month, they feature relevant and insightful ideas in IFIP Insights.
Image Credit: Image Created by Man Fung LO Using DALL-E 3.
References
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