Experiential learning in postgraduate education: Fostering professional skills and entrepreneurial mindsets

Yang, Ran; Yang, Xiaoping; Shabbir, Muhammad

Experiential learning in postgraduate education: Fostering professional skills and entrepreneurial mindsets

Yang, Ran, Yang, Xiaoping and Shabbir, Muhammad ORCID: https://orcid.org/0000-0002-0796-0456 (2026) Experiential learning in postgraduate education: Fostering professional skills and entrepreneurial mindsets. International Journal of Educational Development, 122. p. 103534.

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Official URL: https://doi.org/10.1016/j.ijedudev.2026.103534

Abstract

This study explored the influence of experiential learning on the acquisition of professional skills, competencies, and entrepreneurial mindset among postgraduate students enrolled in higher education institutions (HEIs) in the Gulf Cooperation Council (GCC) countries. The theoretical framework guiding this study was based on Experiential Learning Theory. To investigate this relationship, a mixed-method approach was used by integrating quantitative and qualitative data. The quantitative data was collected from 360 graduate students and was analyzed through Partial Least Squares Structural Equation Modeling (PLS-SEM). Qualitative data was gathered from 24 semi-structured interviews. Results from the quantitative analysis showed that experiential learning had a significant positive impact on professional competencies (β = 0.45, p < 0.001) and entrepreneurial mindset (β = 0.35, p < 0.001). Additionally, institutionally supported training and development also had a significant positive influence on the acquisition of both professional competencies and entrepreneurial mindset. The results also demonstrate that professional skills and competencies mediate the links between experiential learning, training and development, and the entrepreneurial mindset, reinforcing the notion that professional competencies are crucial in converting experiential learning into innovation-oriented skills. The study adds to the theoretical discussion by empirically supporting the mediating function of professional competencies in the experiential learning framework. The findings offer practical implications for higher education leaders in the GCC to design and deliver postgraduate education programs. It is suggested that structured experiential elements, including internships, multidisciplinary projects, and training sessions within the institution, should be incorporated into curricula to improve graduate output, employability, and entrepreneurship, in turn, contributing to regional innovation and diversification efforts.