Geography Experiential Learning beyond the Classroom at the University for Natural Resource Management in Chris Hani West District, South Africa
Godfrey Mutesasira 
& Newlin Marongwe
Issue: Vol.6 No.3 Issue Article 4 pp. 288-301
DOI: https://doi.org/10.38159/ehass.2025634 | Published online 5th March, 2025
© 2025 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
This a journey through landscapes beyond the confines of textbooks. In this journey, future educators immerse themselves in the study of geography and become part of the dynamic rhythm of the natural world. This research explored the transformative realm of experiential learning outside the traditional classroom. Here, field trips, outdoor projects, and hands-on workshops serve as a vibrant backdrop for understanding sustainable natural resource management. This investigation focused on using geography-focused experiential learning in resource management within the Chris Hani West District of South Africa. As global environmental challenges escalate, the need for innovative educational approaches has become unprecedented. This study, guided by David Kolb’s experiential learning theory (ELT), adopted an interpretive research paradigm through a phenomenological lens. The purposive and snowball sampling methods were employed for participant recruitment, and one-on-one data collection provided deep insight into participants’ subjective experiences. Thematic analysis was used to present our findings. The results disclosed the potential of experiential learning to cultivate environmental stewardship and empower individuals as active contributors to resource conservation efforts. Importantly, the study highlights the necessity and value of internships and apprenticeships in this educational paradigm. It further investigated the critical role of experiential learning in geography education for effective natural resource management. Some recommendations suggested promoting activities like field trips, habitat restoration efforts, and simulations to provide student teachers with essential hands-on experience and skill-building opportunities. State the contribution of this study to scholarship.
Keywords: Experiential Learning, Effectiveness, Geography, Natural Resource Management, Classroom Settings.
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Dr. Godfrey Mutesasira serves as a lecturer in geography within the Department of Humanities and Creative Arts at the Faculty of Education, Walter Sisulu University. He supervises postgraduate students and has contributed to the academic community by publishing six articles in international journals, with three additional book chapters currently in development. In 2023, he chaired the departmental research committee at the Komani campus and is an active member of both the research task team and the community engagement committee. As an emerging researcher, Dr. Mutesasira is passionate about participating in research conferences, workshops, and platforms that foster discussions on research and academic topics.
Assoc Prof. Newlin Marongwe is a Professor of Educational Psychology in the Department of Continuing Professional Teacher Development (CPTD) in the Faculty of Education at Walter Sisulu University. She has supervised postgraduate Honors, Masters, and PhD students. She has published more than 50 articles in local and international journals, five peer-reviewed conference proceedings, and 2 book chapters. Prof. Marongwe has also chaired sessions at academic and non-academic conferences. She has been involved in projects such as a transformative curriculum in higher education and a multidisciplinary project on the position of female academicians in higher education across Africa. Her niche areas are teacher education, psychosocial issues, and higher education.
Mutesasira, Godfrey & Newlin Marongwe. “Geography Experiential Learning beyond the Classroom at the University for Natural Resource Management in Chris Hani West District, South Africa,” E-Journal of Humanities, Arts and Social Sciences 6, no.3 (2025): 288-301. https://doi.org/10.38159/ehass.2025634
© 2025 The Author(s). Published and Maintained by Noyam Journals. This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
