1Professor of Social Work, Rose Marie Beston Chair for International Scholarship, Nazareth University, Rochester, USA
2Associate Professor, Social Work Department, Nazareth University, Rochester, USA
3Assistant Professor, Department of Nursing, Le Moyne College, Syracuse, New York, USA
4Clinical Assistant Professor, Physical Therapy Department, Nazareth University, Rochester, USA
*Corresponding Author, jmetzge9@naz.edu
Online Published on 04 March, 2024.
This study explores the impact of instructor practices on transformative learning in short-term study abroad (STSA) programmes. Combining statistical analysis of competencies with critical reflection reveals the nuanced role of instructors in fostering Civic Action, Perspective-taking, Cultural Awareness, and more. Results from t-tests highlight significant improvements, emphasising the effectiveness of well-designed STSA initiatives. The paper identifies key practices, including pre-trip preparation, in-country engagement, and reflective writing, as instrumental in enhancing competencies. While acknowledging study limitations, the findings underscore the transformative potential of STSA when coupled with strategic instructor interventions. This research contributes to the ongoing discourse on experiential learning and informs educators and policymakers on optimising STSA for comprehensive student development.
Short-term study abroad, Transformative learning, Instructor practices, Intercultural competencies, Critical reflection
