Abstract
Maximizing learning outcomes has always been an evolutionary process in the academe. New techniques, methods, and strategies have been employed to cater to the learning needs of students. One of the many ways not have not been utilized fully is incorporating aesthetic strategies in learning. This undertaking wanted to deeply understand the experiences of students who took Physical Education at the tertiary level through narrative inquiry. 38 purposely chosen second-year college students participated. Data were collected through in-depth interviews and validated using the triangulation method, which includes participant validation, expert validation, and literature reviews. Significant themes emerged after the thematic analysis: positive change, fun, a greater sense of appreciation, meaningful learning, and meaningful connections. This study has, therefore, concluded that aesthetic learning is effective in delivering courses not just in physical education but in all courses, at least in tertiary education.
