This qualitative case study explored the process of implementing Experiential
Education (EXED) in Yukon Territory Kindergarten to Grade 12 (K-12) schools with a
particular focus on investigating: (a) understandings of EXED and the drivers behind its
implementation, (b) factors contributing to EXED’s suitability for Yukon schools, and (c)
factors supporting and challenging the implementation of EXED in Yukon schools. Data
collection involved interviews with Yukon Department of Education (YDE) staff
members, principals and teachers, document collection, and reflective note collection.
Findings indicated that EXED was understood as more of a methodology than a
philosophy for teaching and learning. EXED implementation was primarily driven by
bottom-up (school/ teacher) initiatives and was secondarily supported by top-down
(YDE) efforts. The process of implementation was supported by three main factors and
was challenged primarily by six factors. The results also pointed to three factors that
made EXED suitable for implementation in Yukon schools.
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