Innovating cultural studies pedagogy: a reflective case study of active and experiential learning in higher education

This paper presents a reflective case study of a pedagogical innovation in teaching the Introduction to Southeast Asian Cultures and Societies Unit in a higher education institution. Moving beyond traditional classroom delivery, this study analyses the practice of active and experiential learning approaches used in learning a cultural Unit. Adopting a reflective case study methodology, this study examines the application of active learning and experiential learning strategies in teaching cultural studies. It includes the development of the active learning progress model in teaching the Unit, which encompasses active and experiential learning activities aimed at enhancing student engagement in constructing knowledge and developing cultural competencies. Drawing on the analysis of the curriculum development, lecturers’ reflections and student evaluation in the University’s Wide Student Evaluation of Teaching and Units (SETU) survey, the study explores how active and experiential learning practices shape learning and teaching in cultural studies. The findings suggest that active and experiential learning strategies could significantly enrich students’ engagement, cultural competencies and foster critical awareness of cultural diversity. The study contributes to scholarship on cultural studies pedagogy by demonstrating how immersive approaches can transform learning and teaching in higher education. Future research could incorporate a deeper exploration of students’ perspectives to evaluate the impact and transferability of this innovation.