The Learning of “Integration” in Theological Field Education: A Grounded Theory Study in the Experience of Hong Kong Theological Students

Abstract This study explores how Hong Kong theological students understand the term “integration” and how they learn it. It adopts the constructivist approach of grounded theory as its research method to interview nineteen students. Five types of “integration” are identified, each referring to a different aspect of learning in field education. The analysis illustrates the multidimensional nature of the learning experience of the students. The final section of this paper makes practical recommendations on the future pedagogical development of theological field education.