Learning in Encounter: Collaborative and Project-Based Strategies for Learning in Culturally and Religiously Diverse Contexts in the Higher Education Sector

Abstract

Focusing on the intimate relationship between encounter and education, this paper discusses evaluation findings from a collaborative and project-based course in the higher education sector. The course engages students in the development and implementation of collaborative projects in the field of Religious Education with a special focus on cultural and religious diversity. The empirical findings, therefore, focus on students’ experiences in collaborative and project-based settings—face-to-face (Face-to-face interaction in this article means analog, physical collaboration.) and digitally—with a special emphasis on encounter in religiously diverse groups. This paper analyzes the planning, execution, and critical reflection of learning experiences through collaboration and encounter. It thereby discusses the structure, the methodology, and the outcomes of the course with a focus on the experience of encounter. The study uses digital feedback and evaluation methods for the evaluation research. By doing so, the study investigates and reflects the quality of students’ experiences through encounter in religiously diverse groups and possible influences on learning. It also discusses the question of how these experiences can be constructively implemented to improve future collaborative scenarios in the higher education sector.