This study aims to explore how participation as observers in community-based premarital psychoeducation programs shapes graduate students' professional identity development and their understanding of family dynamics theories. Furthermore, another question of concern was how this university-municipality partnership model contributes to bridging the gap between academic knowledge and community mental health practice across diverse European and international contexts.

The current study is grounded in experiential learning theory (Kolb, 1984) and reflective practice (Schön, 1983), which emphasize that professional competence develops through cycles of concrete experience, reflective observation, abstract conceptualization, and active experimentation. Within family studies, this study integrates family systems theory (Bowen, 1978; Minuchin, 1974) and relational-cultural theory (Jordan, 2010) to understand how graduate students observe and interpret couple dynamics.

The study also draws on the communities of practice framework (Wenger, 1998), positioning the university-municipality collaboration as a legitimate peripheral participation model where students transition from observers to practitioners. This aligns with European Higher Education Area (EHEA) recommendations for competency-based learning and community engagement in social sciences education.

Premarital education represents a critical preventive mental health intervention recognized across European and international contexts (Markman & Rhoades, 2012; Halford et al., 2017). However, significant gaps exist between academic training and community practice, particularly in non-Western contexts. Türkiye's position as a bridge between European and Middle Eastern family systems offers unique insights into how cultural contexts shape both couple dynamics and professional training needs.

European studies indicate that experiential learning in family therapy training enhances clinical competence (Carr, 2019), yet few programs systematically integrate community partnerships into graduate curricula. This model addresses calls from the European Association for Psychotherapy and the International Family Therapy Association for innovative training approaches that combine theoretical rigor with practical application.

This study contributes to international discourse on:

• Innovative pedagogies in family studies graduate education
• University-community partnerships for preventive mental health
• Cultural considerations in applying family theories across contexts
• Professional identity development in helping professions
• Scalable models for experiential learning in resource-diverse settings

The findings will inform curriculum development across European and international family studies programs while providing evidence for policy discussions on integrating experiential learning in higher education.

Research Design This study employs a qualitative, reflective inquiry design to explore graduate students' experiential learning through observer participation in a community-based premarital psychoeducation program, aligning with interpretive phenomenological traditions. Participants A six-week premarital psychoeducation program was conducted at a municipality-affiliated women's center in Türkiye, representing a university-municipality partnership model. The program initially enrolled seven couples intending to marry, and four completed the full intervention. Sessions addressed communication patterns, conflict resolution, expectation alignment, family-of-origin influences, and relationship maintenance. Nine graduate students from the Department of Psychological Counseling participated as rotating observers throughout the program. Students attended sessions on a rotating schedule, ensuring continuous observer presence while exposing all students to different stages of the group process. Data Collection Following program completion, students provided anonymous written reflections in Turkish responding to a structured protocol of 10 open-ended questions organized into four domains: A. Group Process and Observation: Experience as observers, impactful moments, and observed couple dynamics B. Emotional and Professional Reflections: Personal emotions, challenges, and professional identity development C. Connection to Course Content: Alignment between observed experiences and Marriage and Family Dynamics course theories D. Educational and Societal Connections: Perspectives on integrating such experiences into graduate education, university-municipality collaboration value, and program recommendations Ethical Considerations Full ethical approval was obtained prior to implementation. Anonymous data collection protected student identity, informed consent was secured from all participants, and confidentiality protocols ensured voluntary participation with no impact on course evaluation. Data Analysis Student reflections are analyzed using reflexive thematic analysis (Braun & Clarke, 2022), involving systematic coding, pattern identification across the four domains, and iterative theme development. Analysis focuses on meaning-making processes, professional identity development, and theory-practice integration, with attention to cultural context. Limitations The small sample size (9 students) limits generalizability but provides rich, in-depth data. Single program cycle and couple attrition (7 to 4) may have influenced observations. Self-report data are subject to social desirability biases, and cultural specificity requires cautious interpretation for international contexts.

Reflexive thematic analysis of nine graduate students' reflections on their participation as observers in a six-week premarital psychoeducation program revealed six interconnected themes illuminating the transformative potential of experiential learning in family studies education. Professional identity transformation emerged as central, with students transitioning from theoretical knowledge to embodied professional awareness. Students recognized couple work's complexity—"handling two different dynamics impartially requires sophisticated skills"—while reporting enhanced professional confidence and satisfaction. The observer role provided a safe vantage point for developing clinical competence without overwhelming intervention responsibility. Critical reflexivity characterized students' experiences as they confronted personal biases and cultural assumptions. Students reported being "triggered" by couples with differing values, catching themselves forming prejudiced judgments, then using this discomfort generatively to develop professional boundaries and cultural humility—particularly crucial when working with conservative perspectives prevalent in Turkish contexts. Theory-practice integration occurred as active, complex sense-making rather than simple application. Students successfully identified theoretical concepts (Gottman's Four Horsemen, attachment patterns, dyadic coping) in couple interactions while recognizing that Western-origin theories "become more complex due to emotional intensity, defenses, and cultural factors" in practice—a critical insight for international family studies discourse on cultural adaptation. Couple dynamics observations revealed multilayered relational patterns: tensions between authentic expression and public performance, gender-based power dynamics reflecting Turkish cultural norms, and communication patterns showing both strengths (empathy, mutual listening) and vulnerabilities (avoidance of difficult topics). University-community partnership received unanimous endorsement as reciprocally beneficial, providing accessible preventive mental health services to economically disadvantaged couples while offering invaluable experiential learning for students. This aligns with European Higher Education Area priorities for community engagement and social responsibility. Pedagogical value was universally affirmed, with students emphasizing that experiential learning "accelerated learning and was more memorable" than traditional instruction, supporting systematic integration into graduate curricula internationally.

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