Exploring Digital Twin Technology Through Kolb’s Experiential Learning Framework: Implications For 21st-Century Competencies

Abstract

Digital Twin Technology (DTT) is increasingly discussed as a means of connecting authentic system experiences with technology-mediated learning in vocational STEM education. However, empirical evidence remains limited regarding how specific experiential learning processes are associated with students’ 21st-century competencies. Guided by Kolb’s Experiential Learning Theory, this study examined associations between students’ perceived DTT-supported learning experiences across Concrete Experience, Reflective Observation, Abstract Conceptualization, and Active Experimentation and their perceived competencies in critical thinking, communication, collaboration, and creativity. A quantitative descriptive-correlational design was used with 235 second-year students at Shanxi Water Conservancy Vocational and Technical College, China, who had prior experience with DTT in science and technology courses. Data were collected using a researcher-developed four-point Likert questionnaire and analyzed using descriptive statistics and Spearman’s rank-order correlations. Students reported highly positive perceptions across all four experiential learning dimensions, with Active Experimentation receiving the highest mean score (M = 3.50, SD = 0.28). Weak positive associations were observed between critical thinking and Concrete Experience (ρ = .13, p = .048), Reflective Observation (ρ = .16, p = .015), and Abstract Conceptualization (ρ = .17, p = .008); collaboration was weakly associated with Concrete Experience (ρ = .13, p = .043); and creativity was weakly associated with Concrete Experience (ρ = .17, p = .013) and Abstract Conceptualization (ρ = .16, p = .016). Communication showed no statistically significant association with any experiential learning dimension, and Active Experimentation was not significantly associated with critical thinking or creativity. Given the cross-sectional, self-report design and the number of pairwise tests, these findings are interpreted as exploratory associations rather than evidence of causal skill development. The results indicate that technological experimentation alone may not be sufficient for higher-order competency development and highlight the potential importance of reflection, conceptual processing, and intentionally structured social learning within DTT-supported instruction.