The Role of Experiential Learning and Transfer of Learning in the Development of Teacher Training Institutions as Learning Organizations: A Study of Teacher Training Institutions in Jaipur District

Abstract The present study investigated the role of Organisational Learning (OL), Experiential Learning (EL), and Transfer of Learning (ToL) in developing Teacher Training Institutions as Learning Organisations (LO) in Jaipur District. It sought to examine how learning processes operating within these institutions contribute to strengthening organisational culture, promoting continuous improvement, and enhancing institutional adaptability in an evolving educational environment. A survey research design was adopted for the study, and primary data were collected from 470 participants drawn from different teacher training institutions in Jaipur District. The proposed relationships among Organisational Learning, Experiential Learning, Transfer of Learning, and Learning Organisation were examined using Partial Least Squares Structural Equation Modelling (PLS-SEM). The analysis focused on assessing the direct, mediating, and moderating effects among the study variables. The findings indicate that Organisational Learning (OL) exerts a strong and statistically significant positive influence on the development of Learning Organisations (LO). This result highlights the importance of creating an institutional environment that encourages knowledge sharing, collaborative learning, and continuous professional development. The analysis further revealed that Experiential Learning (EL) significantly mediates the relationship between Organisational Learning and Learning Organisation. In other words, organisational learning contributes more effectively to institutional development when it is reinforced through practical experiences, reflective practice, classroom engagement, and the application of professional knowledge in authentic educational settings. The moderating effect of Transfer of Learning (ToL) on the relationship between Organisational Learning and Learning Organisation was not found to be statistically significant. Nevertheless, Transfer of Learning demonstrated a significant direct effect on Learning Organisation. This finding suggests that the successful application of knowledge, skills, and professional competencies acquired through training programmes and workplace experiences plays an important role in strengthening institutional learning and supporting organisational development. Taken together, the findings underscore that the development of teacher training institutions as learning organisations depends not only on acquiring knowledge but also on creating opportunities for meaningful experiential learning, reflective inquiry, and the effective transfer of learning into everyday professional practice. Institutions that encourage these processes are better positioned to sustain continuous improvement, respond to changing educational demands, and cultivate a culture of shared learning. By extending the application of Learning Organisation theory to the context of teacher education, the study offers valuable insights for researchers, teacher educators, institutional leaders, and policymakers seeking to enhance training effectiveness, institutional capacity, and long-term organisational growth.