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The tourism industry requires workers skilled with both theoretical understanding and practical competencies of the field, underscoring the importance of experiential teaching methods in the training of students. This study examines tourism students’ impressions of these methods at Cape Coast Technical University in Ghana, contrasting them with traditional instructional methods. Utilising Kolb’s Experiential Learning Theory, the study investigates students’ comprehension of experiential methodologies, their effectiveness, and the challenges they encounter. We employed a mixed-methods strategy that integrated both quantitative and qualitative data collection. We distributed questionnaires to 162 tourism students participating in a census at Cape Coast Technical University. The survey comprised both closed- and open-ended questions, enabling statistical analysis and thematic categorization. We conducted thematic analysis on open-ended questions to extract detailed feedback and suggestions from the students. The findings indicate that students predominantly prefer experiential teaching methods due to their practical relevance and engagement. Challenges with the use of the method encompass inadequate resources, inconsistent implementation, and insufficient student confidence or self-efficacy. Recommendations for improvement emphasise resource allocation, the uniform implementation of experiential techniques, and improved student engagement initiatives. This study advances the discussion on innovative teaching methodologies, offering practical insights for educators and institutions to connect more effectively with industry requirements and improve student preparedness for industry and the world of work.
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