As global practitioners digest the research presented at SEER-Asia alongside Colin Beard’s landmark 2026 text, Designing and Applying Experiential Learning in Higher Education (Routledge), the focus has locked onto Chapter 3 (Designs that Utilize Core Student Capacities) and Chapter 6 (Learning Experience Designs to Enhance Well-being).

• The Whole-Being Argument: Beard’s Learning Combination Lock reminds us that knowledge construction is an intricate, multi-layered process. It requires simultaneous engagement across five inner-world layers: psychologically, emotionally, sensorially, biologically, and cognitively.

• Combatting the Engagement Gap: This aligns directly with the 2026 Gallup "Voices of Gen Z" annual survey released this past week. 49% still feel they lack opportunities in standard classrooms to do what they do best.<source-footnote ng-version="0.0.0-PLACEHOLDER" _nghost-ng-c4158784049=""></source-footnote> Experiential designers are leveraging Beard’s "sensory" and "feeling" gears to bridge this gap, arguing that non-embodied, purely text-based instruction actively degrades student well-being and memory retention.

The hosting of the APAC Regional Conference at the NIST International School in Bangkok provided a definitive look at how experiential methodologies are evolving outside traditional Western paradigms.

• Building Bridges, Embracing Resilience: The central conference theme emphasized relational resilience. Workshops highlighted how facilitators can use local cultural and environmental context to help learners navigate unpredictable global disruptions.

• SEER-Asia Repository: The inauguration of SEER-Asia established a dedicated research pipeline for Asia-Pacific scholars. Key presentations focused on translating experiential practices into local languages and adapting outdoor facilitation to high-density urban environments, ensuring that "learning by doing" remains culturally inclusive and locally accessible rather than an elite, travel-dependent luxury.

隨著首屆「體驗教育研究亞洲研討會」（SEER-Asia）以及「AEE 亞太區域會議」於泰國曼谷（2026年9月18–20日）圓滿落幕，國際社群正積極將區域現場方法論，與 Colin Beard 教授的理論框架相互接軌。

過去七天的核心討論，聚焦於透過地方為本與環境框架建立韌性——推動體驗式設計超越個人反思，走向集體、以生態為根基的行動。

當全球實踐者一邊消化 SEER-Asia 所呈現的研究，一邊研讀 Colin Beard 2026 年的里程碑著作《高等教育中體驗式學習的設計與應用》（Designing and Applying Experiential Learning in Higher Education, Routledge），焦點鎖定在第三章（善用學生核心能力的設計）與第六章（提升幸福感的學習經驗設計）。

• 全人論述： Beard 的「學習組合鎖」（Learning Combination Lock）提醒我們，知識的建構是一個錯綜複雜、多層次的過程。它需要在五個內在世界層面同時運作——心理、情感、感官、生理與認知。
• 弭平投入落差： 這正好呼應了本週剛發布的 2026 年 Gallup「Z 世代之聲」年度調查。Gallup 指出，儘管將近半數 Z 世代學生表示體驗式學習能直接提升其投入感，仍有超過 49% 的學生認為，在傳統課堂中缺乏發揮所長的機會。體驗式設計師正借助 Beard 的「感官」與「感受」齒輪來弭平這道落差，主張純文字、非具身化的教學方式，實際上正在侵蝕學生的幸福感與記憶保留。

亞太區域會議於曼谷 NIST 國際學校舉辦，明確展示了體驗式方法論如何在傳統西方典範之外持續演進。

• 搭建橋樑，擁抱韌性： 會議核心主題聚焦於關係性韌性。多場工作坊示範了引導者如何運用在地文化與環境脈絡，協助學習者面對難以預料的全球性動盪。
• SEER-Asia 研究資料庫： SEER-Asia 的成立，為亞太學者建立了專屬的研究輸出管道。多場重點發表著眼於將體驗式實踐在地語言化，並將戶外引導轉化以適應高密度都市環境，確保「做中學」不再是仰賴長途旅行的菁英式奢侈品，而是文化包容、在地可及的日常實踐。

[1] Laugeson, E. A. & Frankel, F. (2010)《Social Skills for Teenagers with Developmental and Autism Spectrum Disorders: The PEERS Treatment Manual. Routledge.》 

https://www.routledge.com/Social-Skills-for-Teenagers-with-Developmental-and-Autism-Spectrum-Disorders/Laugeson-Frankel/p/book/9780415871891

[2] Laugeson, E. A. et al. (2012)《Evidence-Based Social Skills Training for Adolescents with Autism Spectrum Disorders: The UCLA PEERS Program. Journal of Autism and Developmental Disorders, 42(6), 1025–1036.》 https://doi.org/10.1007/s10803-011-1339-1

[3] National Autism Center (2020)《National Standards Project: Findings and Conclusions (Phase 2).》 

https://www.nationalautismcenter.org/national-standards-project/phase-2/

[4] 香港賽馬會自閉症計劃（2023）《香港 ASD 學生社交技巧介入成效評估報告》https://www.hkjcasd.org.hk

[5] Hwang, B., & Hughes, C. (2000)《The effects of social interactive training on early social communicative skills of children with autism. Journal of Autism and Developmental Disorders, 30(4), 331–343.》 https://doi.org/10.1023/A:1005579317085