Experiential learning of decolonial participatory design based on the Indigenous context of the Colombian Amazon

Abstract

While decolonial participatory design principles have gained attention in various fields, their specific application in international student exchange programmes has received limited scholarly attention. Recognising that Indigenous communities have long employed collaborative, community-based pedagogical approaches that embody these principles, this study examines how international exchange programmes can better integrate decolonial methodologies into their frameworks. We present a case study of four undergraduate engineering students participating in a participatory action research project focused on the intercultural health management of vector-borne diseases in the Colombian Amazon. Our methodology incorporates decolonial preparatory coursework, community-engaged fieldwork, and structured reflective practice workshops designed to support students in developing culturally responsive approaches to engineering challenges. By documenting the experiential learning process, implementation challenges, and outcomes of this exchange programme, this article provides insights for practitioners and educators seeking to transform international interchange experiences through more equitable, community-centred approaches.