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Journals / Erzincan Üniversitesi Eğitim Fakültesi Dergisi / 2026 / Cilt: 28 Sayı: 2026

Evaluation of the Academic Learning Outcomes of Erasmus Activities Within the Framework of the Experiential Learning Model

Erasmus Etkinliklerinin Sağladığı Akademik Kazanımların Yaşantısal Öğrenme Modeli Bağlamında Değerlendirilmesi

Şeyma Nur Didin Ala(MARMARA ÜNİVERSİTESİ)0000-0001-7070-8205
Gökçen Seyra Çakır(MARMARA ÜNİVERSİTESİ)0000-0003-1789-7718
Pages
1–10
Publication Date
2026-10-21
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

The findings may guide other schools seeking to benefit from similar international learning experiences.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:This study examined the academic learning experiences of teachers and students involved in Erasmus projects through Kolb’s (1984) Experiential Learning Model, focusing on how these experiences were transformed into knowledge and personal development.
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Key Findings & Data:Participants included two teachers and 15 students selected through criterion sampling from public secondary schools in Istanbul’s Eyüpsultan and Maltepe districts.
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Conclusion & Impact:The findings may guide other schools seeking to benefit from similar international learning experiences.
🔬Design:Modeling & Simulation
📍Scope:2025–2026 Verileri
⚙️Variables:: Erasmus Programları · Yaşantısal Öğrenme Modeli · Akademik Öğrenmeler

Abstract

This study examined the academic learning experiences of teachers and students involved in Erasmus projects through Kolb’s (1984) Experiential Learning Model, focusing on how these experiences were transformed into knowledge and personal development. Participants included two teachers and 15 students selected through criterion sampling from public secondary schools in Istanbul’s Eyüpsultan and Maltepe districts. All participants had either taken part in Erasmus exchange activities with European educational institutions or had been involved in hosting incoming Erasmus participants. Data were collected through face-to-face interviews using a researcher-developed semi-structured interview form during the spring semester of the 2025–2026 academic year and analyzed through content analysis. The findings showed that participants collaborated with partner schools on projects aimed at protecting and improving the world. Erasmus participation fostered openness to new experiences, critical self-reflection, and future educational decisions, including plans to pursue higher education abroad. It also enhanced self-confidence, motivation to participate in and develop new projects, leadership skills, and foreign-language proficiency. Given the limited research on Erasmus programmes at the secondary education level, this study contributes by identifying participants’ educational outcomes and capacity to manage cultural differences. The findings may guide other schools seeking to benefit from similar international learning experiences.

Özet

Bu araştırmada, Erasmus projelerinde yer alan öğretmen ve öğrencilerin akademik öğrenme deneyimleri Kolb’un (1984) Yaşantısal Öğrenme Modeli kapsamında incelenmiş; bu deneyimlerin bilgiye ve kişisel gelişime nasıl dönüştüğü ortaya konulmaya çalışılmıştır. Katılımcılar, İstanbul’un Eyüpsultan ve Maltepe ilçelerinde bulunan ve Avrupa’daki eğitim kurumlarıyla değişim faaliyetleri gerçekleştiren ortaöğretim kurumlarından rastgele seçilen iki öğretmen ile 15 öğrenciden oluşmaktadır. Veriler, 2025–2026 eğitim-öğretim yılı bahar döneminde araştırmacılar tarafından geliştirilen yarı yapılandırılmış görüşme formu kullanılarak yüz yüze görüşmeler yoluyla toplanmış ve içerik analiziyle çözümlenmiştir. Bulgular, katılımcıların ortak okullarla yaşadıkları dünyayı korumaya ve geliştirmeye yönelik projelerde iş birliği yaptıklarını göstermiştir. Erasmus deneyimi; yeni deneyimlere açıklığı, eleştirel öz değerlendirmeyi ve yurt dışında yükseköğrenim görme planları dâhil olmak üzere geleceğe yönelik eğitsel kararları desteklemiştir. Ayrıca katılımcıların özgüvenini, yeni projelere katılma ve proje geliştirme motivasyonunu, liderlik becerilerini ve yabancı dil yeterliğini geliştirmiştir. Ortaöğretim düzeyindeki Erasmus çalışmalarının sınırlılığı dikkate alındığında araştırma, katılımcıların eğitsel kazanımlarını ve kültürel farklılıkları yönetme kapasitelerini ortaya koyarak alan yazına katkı sunmaktadır. Bulgular, benzer uluslararası öğrenme deneyimlerinden yararlanmak isteyen diğer okullara yol gösterebilir.

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Cite This Article

Ala, Ş. N. D., Çakır, G. S. (2026). Evaluation of the Academic Learning Outcomes of Erasmus Activities Within the Framework of the Experiential Learning Model. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, Cilt: 28 Sayı: 2026, 1–10. https://doi.org/10.17556/erziefd.2013660

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