Many experiential learning teaching models are developed in Western cultures, with their efficacy not tested in non-Western cultures, especially in counseling education. This study examined the learning experiences of students (n = 52) enrolled in a culturally contextualized experiential teaching method implemented across a 3-year period in a Malaysian university Masters-level group counseling course. The course changes included group demonstrations by lecturers and peers, live group participation and observation, group dynamics map drawing and debriefing, paired group proposal writing and presentation, and group note- taking. This study adopted a mixed method approach with a short survey consisting of both standardized scales and open-ended questions, administered at the beginning and end of each 12-week semester. Archival data on students’ evaluation was also retrieved from the year before the intervention, to compare with the 3 years of intervention. Results showed a statistically significant improvement in students’ perceived group leadership skills and leadership characteristics at the end of the course. Students’ overall satisfaction with the course quality also improved significantly from the year prior to the implementation of the new teaching method. Qualitative coding identified three major themes–active learning classroom that led to confidence in group counseling knowledge and skills; experiential activities in the tutorial sessions, with opportunities to carry out their proposed group activities; and formative feedback given throughout the semester during tutorial settings contributing to the higher course satisfaction rate. To conclude, we discuss the implications of contextualized experiential learning for higher education counseling pedagogy in the Asian region.

许多体验式学习教学模式是在西方文化中发展起来的，其效果并未在非西方文化中得到检验，尤其是在咨询教育方面。本研究调查了在马来西亚大学硕士级团体咨询课程中实施为期 3 年的文化情境化体验式教学方法的学生 (n = 52) 的学习经历。课程变化包括讲师和同行的小组演示、现场小组参与和观察、小组动态地图绘制和汇报、配对小组提案撰写和演示以及小组笔记。本研究采用混合方法，在每 12 周学期的开始和结束时进行一项由标准化量表和开放式问题组成的简短调查。还检索了干预前一年的学生评价档案数据，与干预的 3 年进行比较。结果显示，在课程结束时，学生感知到的团队领导技能和领导特征在统计学上显着提高。学生对课程质量的整体满意度也比新教学方法实施前一年显着提高。定性编码确定了三个主要主题——积极学习课堂，导致对团体咨询知识和技能的信心；辅导课程中的体验活动，并有机会进行他们提议的小组活动；并在整个学期的辅导设置期间提供形成性反馈，有助于提高课程满意度。总而言之，