Passport to transformation: Assessing transformative learning in overseas students through travel experiences

Abstract

This research note advances prior studies by thoroughly examining transformative learning in overseas students. Employing an embedded mixed-method approach that incorporates pilot interviews and graphic elicitation based on King's (2009) Learning Activities Survey, we examined 339 transformed respondents and 8 graphic elicitation interviewees. The results highlight the transformative power of experiences outside the classroom, revealing that travel has a more significant impact on students' transformation than academic learning upon their return to their home country. Moreover, our findings indicate that travel frequency and reflection significantly contribute to students' transformation, while factors such as travel companion, pre-language level, length of stay, and time elapsed since return showed no significant impacts on transformation through travel. These insights offer valuable guidance for practitioners, encouraging the integration of travel as a vehicle for transformative learning in educational programmes and products.