Abstract:

Recent debates on active learning and competence-based education in vocational training highlight the need for pedagogical models that enable trainees to develop and demonstrate professional competences in authentic learning contexts. This study examines a design-based pedagogical approach implemented in a higher education course aimed at the professional certification of adult trainers within a vocational training framework.

The course is grounded in experiential learning, practice-based learning and reflective practice, engaging trainees in an iterative process combining pedagogical design, simulation-based practice and structured reflection. The pedagogical architecture integrates two complementary dimensions: collaborative learning experience design and simulation of authentic training practice.

During the course, trainees work in teams to design a high-impact adult learning intervention using experiential methodologies. The design process follows principles of Learning Experience Design (LXD), focusing on defining learning outcomes, structuring active learning strategies and aligning assessment methods. This stage functions as a key learning moment in which theoretical knowledge about adult learning is translated into structured training practice.

The pedagogical model incorporates two simulation cycles. In the first phase, participants conduct a short training session addressed to their peers. Sessions are video recorded and followed by structured peer feedback and guided self-assessment based on video observation, functioning as a diagnostic simulation of pedagogical performance.

In the final phase, participants deliver a second video-recorded training session under comparable conditions. Performance is evaluated using a Professional Competence Framework for Adult Trainers introduced during the course. Participants again engage in peer feedback and criteria-referenced self-assessment, supporting reflective capacity and feedback literacy.

Data sources include video recordings, peer feedback reports and reflective self-assessments produced during both simulation cycles. A qualitative comparative analysis was conducted through thematic analysis focusing on instructional alignment, facilitation strategies, methodological intentionality and reflective capacity.

The analysis indicates qualitative improvements between the initial and final simulations, particularly in the coherence between learning objectives, activities and assessment strategies, as well as increased pedagogical awareness among trainees.

The study provides empirical insight into how combining learning experience design, simulation-based practice and video-supported reflection can support competence development in adult trainer certification programmes and offers a replicable framework for vocational and adult education.

Keywords:

Experiential learning, Learning experience design, Competence-based education, Simulation-based learning, Reflective practice Adult education.