Discourse of John Dewey’s “experiential learning theory”: the case of quality primary education in Bangladesh

Purpose This research aims to identify the fundamental concepts of John Dewey’s experiential learning theory and establish a philosophical framework for experiential education to enhance the primary education system. Design/methodology/approach This qualitative case study research has identified the shortcomings of the current primary education curriculum and teaching methods. Twenty-five individuals, including males and females from various primary educational institutions and different professionals, were interviewed. Experiential learning theory has been applied to understand the phenomenon. Findings The results demonstrate that the current curriculum and teaching methods require revision to maintain student engagement in the learning process. Instead, they lead to feelings of depression and boredom among students. The primary reason for this ineffectiveness is the need for more learning opportunities through experiments and play. Research limitations/implications The study develops a new framework for the primary education system that encompasses the curriculum, teaching methods, teacher–student relationships and classroom feedback. This framework should incorporate interdisciplinary approaches, outdoor learning, open dialogue and ongoing assessment as part of an experiential learning strategy. Originality/value This study fills a gap in the current research by demonstrating the effectiveness of John Dewey’s experiential learning theory in the real world, specifically in addressing the root causes and probable solutions to the primary education system in Bangladesh.