Erasmus Etkinliklerinin Sağladığı Akademik Kazanımların Yaşantısal Öğrenme Modeli Bağlamında Değerlendirilmesi

Öz

Bu araştırmada, Erasmus projelerinde yer alan öğretmen ve öğrencilerin akademik öğrenme deneyimleri Kolb’un (1984) Yaşantısal Öğrenme Modeli kapsamında incelenmiş; bu deneyimlerin bilgiye ve kişisel gelişime nasıl dönüştüğü ortaya konulmaya çalışılmıştır. Katılımcılar, İstanbul’un Eyüpsultan ve Maltepe ilçelerinde bulunan ve Avrupa’daki eğitim kurumlarıyla değişim faaliyetleri gerçekleştiren ortaöğretim kurumlarından rastgele seçilen iki öğretmen ile 15 öğrenciden oluşmaktadır. Veriler, 2025–2026 eğitim-öğretim yılı bahar döneminde araştırmacılar tarafından geliştirilen yarı yapılandırılmış görüşme formu kullanılarak yüz yüze görüşmeler yoluyla toplanmış ve içerik analiziyle çözümlenmiştir. Bulgular, katılımcıların ortak okullarla yaşadıkları dünyayı korumaya ve geliştirmeye yönelik projelerde iş birliği yaptıklarını göstermiştir. Erasmus deneyimi; yeni deneyimlere açıklığı, eleştirel öz değerlendirmeyi ve yurt dışında yükseköğrenim görme planları dâhil olmak üzere geleceğe yönelik eğitsel kararları desteklemiştir. Ayrıca katılımcıların özgüvenini, yeni projelere katılma ve proje geliştirme motivasyonunu, liderlik becerilerini ve yabancı dil yeterliğini geliştirmiştir. Ortaöğretim düzeyindeki Erasmus çalışmalarının sınırlılığı dikkate alındığında araştırma, katılımcıların eğitsel kazanımlarını ve kültürel farklılıkları yönetme kapasitelerini ortaya koyarak alan yazına katkı sunmaktadır. Bulgular, benzer uluslararası öğrenme deneyimlerinden yararlanmak isteyen diğer okullara yol gösterebilir.

Anahtar Kelimeler

• : Erasmus Programları
• Yaşantısal Öğrenme Modeli
• Akademik Öğrenmeler
• Ortaöğretim Öğrencileri ve Öğretmenleri.

Destekleyen Kurum

Makalenin araştırma ve uygulama sürecinde herhangi bir finansman kaynağından yararlanılmamıştır.

Etik Beyan

Makale için etik kurul onayı, Marmara Üniversitesi Eğitim Bilimleri Etik Kurulunun 23.10.2025 tarihli ve 1151526 sayılı kararıyla belgelenmiştir.

Teşekkür

Araştırmaya katkı sağlayan tüm katılımcılara teşekkür ederiz.

Evaluation of the Academic Learning Outcomes of Erasmus Activities Within the Framework of the Experiential Learning Model

Öz

This study examined the academic learning experiences of teachers and students involved in Erasmus projects through Kolb’s (1984) Experiential Learning Model, focusing on how these experiences were transformed into knowledge and personal development. Participants included two teachers and 15 students selected through criterion sampling from public secondary schools in Istanbul’s Eyüpsultan and Maltepe districts. All participants had either taken part in Erasmus exchange activities with European educational institutions or had been involved in hosting incoming Erasmus participants. Data were collected through face-to-face interviews using a researcher-developed semi-structured interview form during the spring semester of the 2025–2026 academic year and analyzed through content analysis. The findings showed that participants collaborated with partner schools on projects aimed at protecting and improving the world. Erasmus participation fostered openness to new experiences, critical self-reflection, and future educational decisions, including plans to pursue higher education abroad. It also enhanced self-confidence, motivation to participate in and develop new projects, leadership skills, and foreign-language proficiency. Given the limited research on Erasmus programmes at the secondary education level, this study contributes by identifying participants’ educational outcomes and capacity to manage cultural differences. The findings may guide other schools seeking to benefit from similar international learning experiences.

Anahtar Kelimeler

• Erasmus programmes
• experiential learning model
• academic learning
• secondary school students
• teachers

Destekleyen Kurum

During the research and implementation process of the article, no funding source(s) were used.

Etik Beyan

Ethics approval for the article was documented by the approval of Marmara University Educational Sciences Ethics Committee dated 23/10/2025 and numbered 1151526.

Teşekkür

We would like to thank all participants who contributed to this study.

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