Instructional Communication in U.S. Evangelical Christian Youth Ministries: Examining Youth Minister Perceptions.

This article examines instructional communication practices in U.S. evangelical Christian youth ministries by analyzing youth ministers’ perceptions through the lens of experiential learning theory and the IDEA model, which stands for Internalization, Distribution, Explanation, and Action. The study finds that youth ministers predominantly use lecture-based, teacher-centered pedagogy with limited student-to-student interaction, resulting in mostly passive learning that emphasizes cognitive understanding of scripture but often lacks opportunities for students to connect lessons to their personal experiences or actively apply biblical principles. While youth ministers value Bible-centered teaching and relationship-building, they underutilize diverse communication channels and experiential learning stages critical for fostering affective (relevance) and behavioral (application) learning outcomes. The research suggests that integrating pedagogical best practices from instructional communication theory could enhance youth ministry education by promoting deeper engagement, meaning co-construction, and practical application of Christian teachings.