Designing educational strategies for experiential learning: An AHP-fuzzy logic case study at carleton university

This study proposes a hybrid decision-making framework integrating SWOT analysis, Analytic Hierarchy Process (AHP), and Fuzzy Number Theory (FNT) to structure and evaluate stakeholder perspectives on experiential learning. Applied at Carleton University, the model prioritizes experiential learning strategies using over 300 structured questionnaire responses from students and faculty. To ensure theoretical alignment, the analysis is interpreted through Kolb’s Experiential Learning Theory. Results show that students emphasize external partnerships, while faculty prioritize internal capacity building. The use of fuzzy logic addresses uncertainty and enables more balanced, stakeholder-informed planning. This study contributes to strategic educational planning by demonstrating how structured decision science methods can incorporate stakeholder preferences into actionable strategies. Future research may involve additional actors, such as employers, or extend the model to curriculum development and digital transformation in higher education.