Purpose Although agile learning methodologies are widely applied across industries, their pedagogical potential in higher education remains underexplored. This study examines how students perceive and evaluate their learning experience when experiential learning (EL) is integrated with the Agile Learning Model (ALM), with a focus on sprint participation, team dynamics, motivation and adaptability. Design/methodology/approach A semi-experimental design was applied with a purposive sample of 76 university students. Data were collected through a structured questionnaire that measured students' self-perceived activity, motivation, teamwork and adaptability. The analysis included descriptive statistics and paired-sample t-tests to examine the differences between pre- and post-tests. Additionally, Pearson's correlation analysis and cluster analysis (using Ward's method and K-means optimisation) were applied to explore relationships and identify student profiles. Findings Analysis revealed that students exhibited higher engagement, motivation and adaptability following the sprint-based learning approach. Pre-post data confirmed gains in independent learning and collaboration. Cluster analysis indicated varied engagement patterns, while correlations showed that stronger teamwork was closely linked to higher motivation. Originality/value This study contributes to the growing literature on agile education by empirically demonstrating the benefits of combining experiential learning with ALM. It highlights how such integration supports the development of key 21st-century skills, such as reflective thinking, adaptability and team collaboration, while bridging the gap between academic learning and professional practice.
Hlazunova et al. (Tue,) studied this question.