Steven Sgourdos has a passion for fostering intellectual curiosity and critical thinking in his students. He holds a Bachelor of Arts in History from the University of Northern Colorado, a Master of Science in International Political Economy from the Colorado School of Mines, an MBA in Finance from the Quantic School of Business and is currently pursuing a Doctor of Leadership and Innovation at Purdue University – Global. Sgourdos also holds CAGS from the University of Notre Dame and Harvard Business School. Since 2009, he has taught History, English, and Theology in the United States, and has since expanded his expertise to the Social Sciences, Humanities, and Business studies in China. His educational philosophy is centered on nurturing students’ thirst for knowledge and preparing them to do meaningful work in the future.
In a 2023 national survey by Hanover Research, only 27% of American high school students said they felt what they were learning was relevant to the real world. That number should stop us in our tracks. If education is meant to prepare students for life beyond the classroom, then we must ask: are we equipping them with knowledge or wisdom? Are they memorizing facts, or learning how to think, solve, and lead?
Applied learning, a hands-on, student-centered model, offers a way forward through authentic, real-world projects that emphasize problem-solving, collaboration, and critical thinking.
More than just doing projects, it’s about making learning real. Whether it’s a design challenge, a community service initiative, or a cross-curricular capstone, the focus is always on helping students connect what they know to what they can do. It’s learning that sticks because it’s meaningful.
Kolb’s Experiential Learning Theory gives us a good foundation here. Students thrive when they can engage in concrete experiences, reflect on them, form ideas, and then apply those ideas in new situations. That cycle keeps them growing, and more importantly, keeps them engaged.
As educators, we’re always finding ways to go beyond the boundaries of traditional Advanced Placement (AP) or International Baccalaureate (IB) courses and supplement the curriculum in a unique and meaningful way.
What truly distinguishes applied learning is the emphasis on real-world, open-ended design challenges that result in tangible deliverables benefiting audiences beyond the classroom. This approach aligns with research on how students develop passion, purpose, and essential skills for college success and workplace engagement. It can be intentionally designed to help students develop mindsets such as creative problem-solving, flexibility, initiative, empathy, embracing ambiguity, communication, and reflection.
Many international schools worldwide now employ this approach, with significant outcomes in student success. In my class, watching my students transform their ideas into tangible business concepts during the Applied Learning (AL) Entrepreneurship Challenge has been nothing short of inspiring. They’ve embraced the journey of innovation with creativity, resilience, and a willingness to learn from every challenge. This experience isn’t just about building a startup; it’s about developing the mindset of an entrepreneur, where every obstacle is an opportunity to grow and every idea has the potential to become something impactful.
One of the things that makes applied learning exciting is the way it brings the outside world into the classroom. In a case study, we saw students collaborating with multinational companies and startups, with access to authentic design challenges and meaningful engagement with real-world professionals.
Teachers can develop and design their own applied learning course(s), such as AL Business & Finance, AL Synthetic Biology, AL Engineering, AL Big Data Analysis, AL Epidemiology, AL Social Entrepreneurship, AL Creative Writing, and AL Fashion Design. Each AL course provides students with opportunities to apply their learning in industry-relevant contexts.
One example is when some students in AL Engineering researched and designed a prototype for an Arduino controlled farming system, which used sensors to analyze pH levels in the soil as well as moisture levels, and then automatically control them. Another example is when students in AL Synthetic Biology partnered with Delta Ketones to build novel metabolic pathways to develop ketone esters for the health supplement industry using what they learned in other STEM related subjects.
During an AL Entrepreneurship Challenge, a high school student was tasked with developing a financial literacy campaign aimed at helping her teachers manage personal finances more confidently. She threw herself into the research, collaborated with peers, and led her team in pitching a compelling presentation to VC Investor and Palm Capital founder Ms. Houming Li. Her confidence skyrocketed, and so did her interest in finance and economics.
In an AL Marketing Challenge, students teamed up with New Balance earlier this year for a Gen Z marketing challenge. One of the participating students put it this way: “We weren’t just creating a marketing campaign; we were solving a real-world problem that mattered. That made all the difference.”
These aren’t just assignments. They’re moments where students feel seen, heard, and empowered. They’re also living examples of what researchers like Kemple and Willner (2019) call “connected learning,” learning that matters to the student, is embedded in community, and prepares them for real life.
If we’re changing how students learn, we need to change how we measure it. Traditional tests don’t always capture things like creativity, grit, or collaboration. That’s why we focus on competency-based assessment. We use clear rubrics, reflective feedback, and skill progression models that prioritize growth over grades.
In an AL Investment Finance Challenge, students in my class created mock investment portfolios. But it wasn’t just about the numbers; they had to factor in sustainability goals, investor personality, and global events, and then pitch their portfolio to Mr. Shawn Zhao, a Portfolio Manager with HSBC. The student experience? Authentic, insightful, and full of real-world lessons. That’s what we want to see.
“I was deeply impressed by how powerfully the Applied Learning program connects classroom knowledge to real-world application. This is education at its best,” shares Dr. Eric Semler, Concordia Head of School.
Top 5 Skills Students Build Through Applied Learning
- Creative problem-solving
- Team-based collaboration
- Public speaking & presenting
- Adaptability under real-world pressure
- Career readiness through industry-aligned experiences
Applied learning doesn’t work without teacher buy-in. Teachers are designers, not just facilitators. They’re trusted to take risks, build real-world connections, and co-create with students. That’s what leads to innovation in the classroom. When students see their teachers modeling curiosity and growth, they do the same. It’s contagious.
Of course, it’s not always easy. Applied learning takes time, effort, and flexibility. And we have to make sure it’s equitable, that all students get access, support, and the chance to succeed.
This means scaffolding teamwork, building communication skills, and offering different ways to contribute. Some students shine in front of an audience. Others love designing, organizing, or researching. A good applied learning environment makes space for all of them.
We live in a world where the rules are constantly changing. Our students need to be adaptable, curious, and confident. Applied learning helps them get there. It makes school feel relevant. It helps them find their voice. It prepares them not just to succeed, but to lead.
If we want to future-proof education, we need to start making learning feel like life, not just prep for it.
References
- Kolb, D. A. (1984). Experiential Learning: Experience as the Source of Learning and Development. Prentice-Hall.
- Kemple, J. J., & Willner, C. J. (2019). Career Academies: Long-Term Impacts on Labor Market Outcomes, Educational Attainment, and Transitions to Adulthood. MDRC.
- Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97–140.
- Thomas, M. K., & Rogers, C. (2021). Experiential learning and student development in secondary education: A longitudinal perspective. Journal of Experiential Education, 44(3), 237–252.
- Ito, M., et al. (2013). Connected Learning: An Agenda for Research and Design. Digital Media and Learning Research Hub.