Classroom-Based Experiential Learning: Experiences from Kosovo Primary Schools.

This article examines the impact of implementing an experiential learning curriculum on fifth-grade students' attitudes toward the Albanian language subject and on pre-service teachers' self-efficacy, motivation, and perceived power in Kosovo. Using Kolb's experiential learning theory, the study involved 856 students and 30 pre-service teachers divided into intervention and control groups, with trained pre-service teachers applying the experiential methodology. Findings indicate that students taught by trained pre-service teachers showed significant improvements in positive attitudes, motivation, and reduced difficulties in learning Albanian, while trained pre-service teachers reported increased motivation and perceived power during teaching. Mentor teachers corroborated these results, noting enhanced student engagement and pre-service teacher preparedness. The study highlights the importance of teacher training in effectively implementing experiential learning and suggests that such methodologies can improve student outcomes and teacher competencies, with implications for broader educational systems beyond Kosovo.