Abstract

This study developed a structured intervention program based on Transformative Learning, Experiential Learning, and Humanistic Education principles to enhance public speaking confidence among university students experiencing public speaking anxiety, a common barrier to academic and professional success. The research had two objectives: (1) to examine the effects of the program on students’ public speaking confidence and anxiety levels, and (2) to identify the factors influencing the program’s success. A mixed-methods approach was employed. Quantitatively, a one-group pretest-posttest design measured changes in self-reported public speaking confidence and anxiety using standardized scales. Qualitatively, participant reflections and interviews were analyzed to uncover supportive factors. The results showed a significant improvement in students’ self-confidence for public speaking and a corresponding reduction in anxiety after completing the program. Participants reported feeling more comfortable and less fearful when speaking in front of an audience. Key factors contributing to the program’s effectiveness included gradual exposure to public speaking tasks, a safe and supportive learning environment, peer feedback, and guided self-reflection. The discussion connects these findings to the theoretical frameworks, explaining how experiential practice, transformative reflection, and humanistic support combined to foster greater confidence. This study offers practical implications for educators seeking to help students overcome public speaking fear, suggesting that incorporating structured practice and supportive pedagogies into the curriculum can substantially improve students’ public speaking skills and confidence. The article concludes with recommendations for implementing similar programs in higher education and directions for future research.

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