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Keywords

Study Abroad, Q Methodology, Student Perceptions, Cultural Awareness, Educational Systems

Abstract

This study investigates student perceptions and key takeaways from participating in a short-term study abroad program to Scotland. Utilizing Q methodology, a mixed-method approach, the research explores how students prioritize learning objectives and outcomes across four thematic areas: cultural awareness, educational system nuances, historical importance, and agricultural differences. Participants, consisting of 10 students, engaged in Q-sorting activities, semi-structured interviews, and reflective journal submissions to provide insights into their experiences.

Findings revealed three distinct perspectives among participants: (1) a focus on Scotland's educational systems and student-centered learning approaches, (2) an appreciation for Scottish history, heritage, and cultural traditions, and (3) a preference for outdoor activities and natural landscapes. Across all groups, Scottish heritage, cultural identity, and landscapes were consistently valued, while agricultural themes were less emphasized, highlighting a potential misalignment between program activities and objectives.

The results underscore the influence of experiential learning in fostering intercultural competence, personal growth, and academic insights. The study emphasizes the importance of aligning program design with pre-established learning goals to ensure diverse thematic areas are effectively represented. Recommendations include incorporating more agricultural experiences and conducting longitudinal research to assess long-term impacts on student perceptions and intercultural competence. These findings contribute to the growing body of literature on short-term study abroad programs, offering valuable insights for educators to optimize experiential learning opportunities and enhance global engagement among students.

Rights Statements

In Copyright – Educational Use Permitted

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