Experiential learning, which emphasises learning through practice and reflection, has gained prominence across secondary and tertiary education. In my view, it is beneficial in both high schools and colleges, although its impact becomes stronger at the tertiary level because of learners' maturity and clearer career goals.

At the high school level, experiential approaches enhance engagement and conceptual understanding. Activities such as laboratory experiments, community projects, or simulations allow students to connect abstract theory with observable outcomes, improving retention. Moreover, early exposure to collaboration and analytical skills builds transferable competencies that traditional lectures rarely cultivate, thereby preparing adolescents for more independent study.

In colleges, experiential learning delivers even greater value because it aligns closely with professional expectations. Internships, project-based courses, and industry placements enable students to apply specialised knowledge to realistic tasks, reducing the gap between education and employment. Critics argue that such methods are time-consuming and uneven in quality, yet well-designed programmes with clear assessment criteria can ensure academic rigour while maintaining practical relevance.

Overall, experiential learning is a powerful complement to formal instruction at both educational stages. While it should not replace foundational theory, its capacity to deepen understanding, develop practical skills, and improve employability makes it especially advantageous in colleges and meaningfully beneficial in high schools.