From Code Sprints to Classrooms: Hackathons as Experiential Learning Tools for Engagement, Collaboration, and Graduate Employability

This study investigates Hackathon pedagogy as an intentional instructional design for active and experiential learning in postgraduate higher education. Rather than viewing the Hackathon as a one-off event, the research conceptualises it as a structured, time-bounded pedagogical approach that integrates collaboration, creativity, and industry engagement into the curriculum. Drawing on experiential learning theory and inclusive pedagogy, this study explores how this format supports student engagement, skill development, and perceived employability. Using a qualitative case study approach, data were collected from 18 postgraduate students through post-event surveys combining closed-ended and open-ended reflections, supplemented by instructor observations. Descriptive quantitative data offered contextual insight, while thematic analysis revealed five interconnected themes: applied learning and relevance, teamwork and collaboration, industry engagement and employability, inclusivity and participation challenges, and event structure and scaffolding. Findings demonstrate that when designed pedagogically, Hackathons foster authentic, high-impact learning experiences that promote the application of theory to practice, professional identity formation, and transferable skill development. However, the study also highlights the importance of scaffolding and role clarity to ensure equitable participation and inclusivity among diverse learners. The paper contributes to emerging discussions on active learning and curriculum innovation by framing Hackathon pedagogy as a replicable model of experiential learning rather than an isolated co-curricular activity. Implications are offered for educators seeking to embed industry-engaged, inclusive, and employability-focused pedagogies across related disciplines.