For many students, study abroad represents one of the most significant educational experiences of their lives. It is often described as transformative, life-changing and personally enriching (Mezirow, 1997). Yet despite this potential, the way students are prepared for study abroad often remains limited, uneven or overly focused on logistics. In many contexts, preparation still consists of a small number of large lectures centred on paperwork, health and safety, and institutional compliance, with students positioned as passive recipients rather than active participants in their own preparation (Jackson, 2008; Lumley, 2020).
Over several years, we have been working with students preparing . . .
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