Understanding embodied learning: A qualitative study with pedagogy students in Croatia

Abstract

The dialectical relationship between body and mind in learning requires a re-examination of both teaching practices and the broader aims of education. Although studies have consistently demonstrated the benefits of embodied approaches for deeper and more sustainable learning, these approaches remain insufficiently integrated into educational practice. This gap highlights the need to consider how future pedagogues (and teachers) can be supported in developing these approaches during their initial education. The aim of this study was to gain insight into how students double majoring in pedagogy understand embodied learning within the context of initial teacher and pedagogue education in Croatia. Three methods were employed: analysis of study programmes, a student-led classroom tour, and a focus group with eight undergraduate students double majoring in pedagogy. Data sources included recordings, notes, and photographs from the tour, as well as transcriptions of the focus group discussion, all of which were subjected to thematic analysis. The findings revealed that students recognised embodied learning as valuable but continued to perceive the classroom space as sedentary. The study also identified challenges related to students’ bodily self-perception in relation to learning and movement, which may influence their ability to apply embodied learning approaches in practice. Particular attention should therefore be given to preparing future pedagogues and teachers through experiential learning situated within their sociocultural context as a necessary foundation for meaningful changes in practice.