From Classroom to Practice: Validating the Collaborative Engagement Experiential-Based Learning Instrument for Collaborative Engagement in Experience-Based Learning

Background: Collaborative engagement is central to experiential learning environments, where learners work in teams to address real-world problems and develop essential post-graduation skills. Despite its importance, no established measure exists to assess collaborative engagement dimensions of experiential learning across educational and professional contexts. Purpose: This study aimed to develop and validate the Collaborative Engagement Experiential-Based Learning (CEEBL) Instrument, designed to assess learners’ behavioral, affective, and cognitive engagement in collaborative, experience-based learning environments. Method: An initial item pool was created through literature review and expert consultation across professional training disciplines. Face validity was established through expert review and pilot testing. The measurement structure of the instrument was evaluated using Bayesian confirmatory factor analysis. Internal consistency was assessed using model-based reliability estimates in a primarily undergraduate business sample. Findings: Results supported a three-factor structure consistent with the theoretical framework. The final CEEBL Instrument comprised 19 items representing behavioral, affective, and cognitive engagement. All items loaded substantively on their intended factors, and reliability estimates indicated strong internal consistency across dimensions. Implications: The CEEBL Instrument demonstrates strong psychometric properties and provides educators and researchers with a reliable tool to support collaborative engagement in experiential and professional education, enabling benchmarking of outcomes across programs and industries.