<![CDATA[Conventional civic education often prioritizes knowledge transmission and provides limited opportunities for students to connect citizenship values with actual social experiences. This study aimed to examine the contribution of experiential learning to transformative civic education through student empathy, social responsibility, and collaborative citizenship behavior. A quantitative explanatory design was employed involving 250 university students who had attended civic education courses and participated in relevant social activities. Respondents were selected using purposive sampling, while data were collected through a structured questionnaire using a five-point Likert scale. The data were analyzed using partial least squares structural equation modeling through measurement and structural model evaluations. The findings demonstrated that experiential learning strengthened student empathy, which subsequently increased social responsibility. Social responsibility also encouraged collaborative citizenship behavior through cooperation, constructive dialogue, mutual respect, and collective action. Furthermore, experiential learning contributed indirectly to collaborative citizenship behavior through the sequential roles of empathy and social responsibility. These findings imply that universities should integrate community projects, service learning, reflective activities, and collaborative social problem-solving into civic education to develop contextual, participatory, and transformative learning.]]>
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