When University Lecture Halls Are Not Enough: A Discussion at Princeton University on Experiential Learning

At a workshop in which Princeton University participated, an important discussion took place regarding the differences between traditional education and experiential learning, and about universities’ capacity to transition from merely transmitting knowledge to enabling students to test and apply it in reality. I noted in the workshop that both traditional and digital education possess significant potential to deliver knowledge and scientific content to large numbers of students, with greater flexibility and relatively lower costs. Students can attend lectures in person or follow them electronically, read course materials, and understand fundamental theories and concepts. However, the question I posed was: Are lectures, textbooks, and screens alone sufficient to shape students capable of understanding reality and addressing its challenges? I argued that certain types of knowledge and skills cannot be fully acquired by sitting in a classroom or in front of a computer screen; rather, they require going into the field and engaging directly with people, institutions, and communities. I cited social research and opinion surveys, including those conducted at the university, as an example. A student may learn theoretically how to design a questionnaire, formulate questions, and select a sample, but they will not grasp the true nature of research work until they go into the field, meet with respondents, observe how people interpret questions in different ways, and see how the environment, culture, and social conditions influence the nature of responses. Field experience reveals aspects that do not always appear in books and lectures; therefore, preliminary assessments are important in building subsequent stages of field research. I was particularly impressed by some researchers from Kuwait University and PhD students under Dr. Ghanem Al-Najjar when they requested to join us in a joint project between Princeton University and Kuwait University, which required home visits and field data collection in Kuwait. This experience served as a practical model of how students or researchers transition from theoretical knowledge to direct interaction with society. Returning to the discussion, field experience requires time, resources, supervision, and partnerships with community institutions. Some experiences may necessitate travel or additional costs, and such opportunities may not be equally available to all students or universities, particularly in resource-constrained environments. Consequently, some universities, including the University of Jordan, have moved to enhance student engagement in community service, making it a graduation requirement in certain programs. This reflects a growing awareness of the importance of linking universities with society, which may partly explain the response of the speaker at the workshop. She clarified that experiential learning does not necessarily require all students to travel or undertake long-term training outside the university. The experience could be a short-term project in collaboration with a local institution, a research task within the community, a practical case study, a simulation of a real-world problem, or participation in a group project addressing a genuine challenge. One of her key observations was that experience alone does not automatically lead to learning; the experience requires clear design and specific educational objectives, as well as an integrated process that begins with preparation before the experience, proceeds with actual participation, and concludes with reflection, analysis, and evaluation. Through these stages, experience transforms from a transient activity into genuine, deep learning. She also emphasized the necessity of ensuring equitable access to these opportunities, so that field education does not become a privilege reserved for students with greater financial means or stronger social networks. This highlights the university’s responsibility to provide financial, organizational, and advisory support, build partnerships with community institutions and the public and private sectors, and offer diverse models both on and off campus. The most important conclusion was that the goal is not to choose between traditional education and experiential learning, but to achieve a balanced integration of both: the classroom provides knowledge and concepts, the field enables application and testing, and reflection transforms experience into genuine learning. A university that merely imparts information to students may prepare them to pass exams and obtain degrees, but it does not guarantee their readiness for life and work. In contrast, a university that links knowledge with application, education with reality, and the university with society does not merely graduate degree holders; it produces individuals who better understand reality, are more capable of collaborating with others, confronting complex problems, and making informed decisions.