Experiential Learning: How Undergraduate Field Trips Support Applied Learning and Psychological Capital Development

Yfantidou, I ORCID: 0000-0003-3200-2185, Skritsovali, K ORCID: 0000-0003-0108-3330 and Neary, K ORCID: 0009-0006-8249-6952 (2026) Experiential Learning: How Undergraduate Field Trips Support Applied Learning and Psychological Capital Development. In: CABS Learning, Teaching & Student Experience Conference 2026, 18th - 19th May 2026, Manchester.

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Abstract

This research examines how undergraduate field trips can serve as a future facing pedagogical approach for strengthening sustainability learning and supporting the development of Psychological Capital (PsyCap) among Gen Z business students. Responding to the increasing need for innovative teaching methods in sustainable management education, the study investigates how learning experiences that extend beyond the traditional classroom help students connect sustainability theory with real world business practice. Through thematic analysis of qualitative student feedback, the research explores the extent to which field trips enhance applied understanding and contribute to students’ adaptive capacities and goal orientation. The purpose of this work is twofold: 1. to evaluate field trips as a pedagogically sound method for advancing Education for Sustainable Development (ESD), and 2. to explore how these experiences can contribute to the scaffolding of psychological capital, recognising that PsyCap traits do not emerge from isolated activities but from structured, cumulative learning environments. The findings emphasise that while field trips can significantly enhance engagement and deepen sustainability learning, the cultivation of PsyCap requires deliberate programme level scaffolding involving tutor led support, reflective practice, and peer learning. The study is directly relevant to the LTSE educator community as it offers a model for integrating experiential methods with developmental psychology to improve students’ readiness for complex, sustainability driven workplaces. Aligned with the Future Facing Education theme, this research highlights how immersive, authentic learning environments equip students with the mindsets and competencies required for a rapidly changing world. It demonstrates how experiential ESD initiatives can be intentionally designed to support both cognitive and psychological development—key pillars of a future ready curriculum.

Item Type:	Conference or Workshop Item (Poster)
Uncontrolled Keywords:	Applied Learning; Education for Sustainable Development; Experiential Learning; Future Facing Education; Gen Z Business Students; Psychological Capital Development; Sustainability Learning; Undergraduate Field Trips
Subjects:	B Philosophy. Psychology. Religion > BF Psychology H Social Sciences > HF Commerce > HF5001 Business L Education > LB Theory and practice of education > LB2300 Higher Education
Divisions:	Liverpool Business School
Publisher:	Liverpool John Moores University
Date of acceptance:	18 May 2026
Date Deposited:	24 Apr 2026 14:59
Last Modified:	24 Apr 2026 14:59
URI:	https://researchonline.ljmu.ac.uk/id/eprint/28436

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