<![CDATA[This study explores the experiences of non-teacher university students in applying interactive learning methods and their managerial implications within the Kampus Mengajar Program at junior high schools. It focuses on how these students manage interactive learning, handle classroom dynamics, and collaborate with school stakeholders to achieve program success. Using a qualitative reflective case study design, data were gathered through semi-structured interviews, participatory observations, and document analysis involving four Kampus Mengajar students, one supervising teacher, and one school principal. Analysis revealed three key themes: first, lesson planning and classroom management that require a balance between creative improvisation and structured preparation; second, the enhancement of student engagement through interactive activities that foster motivation, collaboration, and active learning; and third, the vital role of coordination and institutional support among students, teachers, and principals in ensuring learning effectiveness. Findings indicate that interactive learning by non-teacher students not only enhances classroom participation but also develops their managerial and reflective competencies as future educators. Theoretically, the research contributes to the discourse on social constructivist-based learning management, while practically it strengthens the foundation for collaboration between universities and partner schools. Future research is encouraged to examine the application of this model in various educational contexts.]]>
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