Developing Global Citizens through International Studies: Enhancing Student Voices and Active Learning in Short-Term Study Abroad Courses

Abstract

Abstract Educating global citizens has become part of higher education in international studies. Scholars argue that education includes having a global worldview that critically evaluates complex challenges in an ever-changing environment. Most agree that something more than classroom lecture is required to transform students’ perspectives, but debates exist about exactly what “more” means. Short-term study abroad courses have evolved as one way to offer a global experience to students, especially those who must balance work, school, and family life while also facing the economic restraints of higher education. These programs, however, have been criticized as providing little more than a voyeuristic view into the lives of others with no real experience with cultures, development of global citizenship, or true engagement with global issues. This study assesses the impact of a short-term study abroad program on students’ perceptions of their role as global citizens and identifies pedagogical tools that increase the likelihood that students will embrace global citizenship as a transformative learning experience. Using reflection papers and photo elicitation, this article shows that immersive short-term study abroad experiences that include extensive community engagement have the potential to change students’ perception of the world and the way they see their role in it.