The participants ...
- ... acquire knowledge of the theoretical background of experiential education (including history, concepts, findings on effectiveness and the current state of research).
- ... learn about differences and differentiation from other pedagogical settings such as adventure education, leisure education, etc. but also the proximity to ESD.
- ... acquire safety-relevant knowledge.
- ... acquire skills and competencies to use various experiential education methods and measures (e.g. exercises, tasks, activities) for their own future professional context, also with a focus on education for sustainable development (ESD).
- ... face experiential educational challenges themselves in different experiential educational activity spaces, recognize barriers and problems, develop solutions and options for action alone and in the group and reflect on themselves and the overall situation.
- ... develop an understanding of how their students (or other addressees) feel during similar activities through their own primary experiences. Through their own experiences, students have the opportunity to recognize and reflect on personal ways of thinking and feelings and thus develop their own personality.
- ... develop their own (small) projects for the targeted use of experiential education in their own subject/(pedagogical) profession and carry them out or participate in experiential education projects at school.
- ... present these projects to the group of participants for evaluation and reflect on their own experiences with regard to planning and implementation.