Ethical AI Practices for Study Abroad: A Guide for Advisors and Faculty

AI is revolutionizing study abroad, but are your ethics keeping pace? This new tool offers incredible power to personalize programs and streamline advising. Yet, without a clear framework, we risk amplifying bias and compromising student data. You want to leverage AI’s efficiency to enhance—not hinder—student safety and equitable access. It’s time to move from apprehension to action. Let’s build a responsible strategy that puts human judgment first. Read on to get our practical four-point framework for faculty and advisors.

What is AI, or Artificial Intelligence?

Before we dive into ethics, let’s make sure we are on the same page about AI. Artificial Intelligence (AI) is a field of computer science focused on creating software that can perform tasks that normally (read: used to) require human intelligence. Unlike regular computer programs, AI can learn from data, adapt to new information, and make decisions or predictions based on an algorithm.

How can AI be used in International Education?

AI is starting to play a big role in international education, both in how programs are designed and how students and institutions interact across borders. Here are some examples:

1. Student Support & Advising

• Virtual Advising Assistants: AI chatbots can answer routine questions about visas, housing, course registration, or cultural adjustment, freeing staff for more complex advising.

• Personalized Guidance: AI can analyze student profiles and suggest programs, scholarships, or internships abroad that fit their goals.

2. Language Learning & Communication

• AI Translation Tools: Real-time translation and transcription can reduce language barriers in classrooms and administrative processes. Apple just announced that its new AirPods will be able to translate languages live using AI technology. This is revolutionary for study abroad!

• Adaptive Language Learning Apps: AI-driven platforms (like Duolingo’s adaptive algorithms) personalize practice to a student’s pace and weak points.

3. Recruitment & Marketing

• Predictive Analytics: AI can help universities identify which prospective students are most likely to apply or enroll.

• Chatbots for Recruitment: Prospective students in different time zones can interact with AI-driven Q&A systems at any hour.

4. Teaching & Learning Abroad

• Intelligent Tutoring Systems: AI can provide personalized learning support for international students struggling with new academic systems.

• Virtual Exchange: AI can power immersive VR/AR classrooms where students collaborate across countries, simulating study abroad experiences.

5. Risk Management & Safety

• Predictive Risk Monitoring: AI can analyze global news, social media, and government alerts to flag emerging risks for study abroad groups.

• Automated Check-ins: AI-driven apps can monitor student location/safety and trigger alerts if someone is in an unsafe zone.

6. Research & Policy

• Data-Driven Insights: AI can analyze mobility trends, retention rates, and student outcomes across countries to help universities and governments make policy decisions.

• Equity & Access: AI can identify underserved groups and suggest interventions to widen participation in international education.

7. Administrative Efficiency

• Document Processing: AI can streamline application reviews, transcript evaluation, and visa documentation.

• Fraud Detection: AI can flag suspicious applications or falsified documents, a growing concern in international admissions.

Mitigate Bias in Program Matching & Advising

While AI has many potential applications and benefits, the first and most critical step in adopting any new technology is to understand its flaws. With AI, aside from taking over the world like in many science fiction novels and movies, the greatest danger is in its amplifying our own pre-existing biases. In other words, AI trained on historical data can perpetuate outdated or biased program recommendations. Study abroad staff should treat AI as a brainstorming tool, not a final answer. Your professional judgment is the final filter.

Specific Suggestions to Reduce Bias

• Audit AI suggestions for diversity of location, cost, and academic focus

• Use AI to expand options for underrepresented student groups, not limit them

• Ask providers about their data sources and algorithm transparency

Uphold Academic Integrity

Ensuring equitable access is just the beginning. Once a student is enrolled in a program, a new ethical challenge emerges: how will they use AI in their academic work, and what are our responsibilities to guide them? Students will use AI for assignments and research abroad, and policing this practice is ineffective. We have to embrace it. AI is the new internet.

Much like faculty, International Education staff should teach responsible use of AI as a core modern skill. Staff should create clear and specific syllabus policies, taking into account that students will be using AI as one of many learning tools available to them.

Specific Suggestions Regarding AI Cheating

• Mandate transparency: Require students to disclose and justify AI use in their work.

• Design for experience: Create assignments that require personal, on-the-ground cultural reflection or experiential learning.

• Discuss AI ethics explicitly during pre-departure orientations, stating expectations and policies.

Guard Student Data Privacy

While we manage how students use AI academically, we must also scrutinize the tools we use institutionally. The platforms we choose handle incredibly sensitive student data, introducing a non-negotiable duty to protect their privacy and security above all else. Sensitive data such as passports and medical info are governed under strict laws like FERPA and GDPR in Europe. Carefully vet every AI tool you might be using and check specifically the terms regarding their use of student data. Assume public AI models are insecure for personal data.

Specific Suggestions to Prevent Private Data Loss

• Don’t do it alone: Consult your institution's legal and IT experts on vendor agreements and technology before implementing it

• Read the fine print: Understand where and how a vendor stores and uses data.

• Never input sensitive student information into open-source AI chats.

Maintain the Human-in-the-Loop for Critical Support

The core of international education is human connection and support, especially in moments of crisis. This is where we must draw line between helpful automation and essential human intervention. AI excels at automation but fails at empathy and crisis management. International Education staff should automate administrative tasks to free up time for high-value human interaction.

Specific Suggestions for Appropriate AI Use

• Use AI for FAQs, scheduling, and deadline reminders—not for health, safety, or mental health communications.

• Ensure all automated messages have a clear and immediate "talk to a human" option

• Protect your time for the complex, empathetic advising that defines student success.

Conclusion

The promise of AI in international education is real, but it requires a conscious ethical framework to be effective. By actively mitigating bias, upholding academic integrity, guarding student data, and prioritizing human-in-the-loop support, we do more than just adopt a new tool—we protect our students and strengthen our programs. This is how we ensure this new and potent technology truly serves our mission of safe, equitable, and transformative global learning.

Beyond the Passport: Discovering a World of Culture with Domestic Study Abroad in the South Carolina Lowcountry

Sweetgrass basket weaving, an important Gullah Geechee cultural practice

Domestic study abroad offers a powerful, and importantly accessible alternative to international programs, delivering deep cultural immersion and academic rigor without the complexity of international travel or the need for a passport. By focusing on the rich cultural landscapes within the United States, these programs make transformative learning experiences available to a broader student population.

One example is our program in South Carolina’s Lowcountry, developed for Agnes Scott College and in partnership with the Avery Research Center for African American History and Culture at the College of Charleston. This itinerary provides students with firsthand engagement through visits to historic sites, conversations with culture bearers, and workshops on traditional practices. It demonstrates how domestic programs can effectively foster inter-cultural competency, historical awareness, and meaningful community connection.

We want to share this program as a case study for institutions seeking to provide impactful and ethical learning opportunities for students who are not able to travel internationally or simply seek a cultural immersion experience closer to home.

Broad Street in the historic center of Charleston, SC

The Power and Purpose of Domestic Study Abroad Away

The term “abroad” does not have to mean international. It can mean inter-cultural. From the neighborhoods of Brooklyn to Puerto Rico and US Virgin Islands, to American Indian reservations, and traditional communities such as the Gullah Geechee, we can find unique cultures with idiosyncratic traditions and beliefs. We can even say that for the cowboy culture of Wyoming and Montana, the farmers of Iowa and Nebraska, and of course the Cajuns of Louisiana. Each of the mentioned locations offers incredible learning opportunities, every bit as challenging and eye-opening as travel overseas. For us, the key to domestic cultural immersion is the same as international study abroad: partnership with local institutions and individuals who help us facilitate authentic interaction.

Benefits of Domestic Faculty Led Programs

One of the biggest known obstacles to study abroad is its cost. Domestic programs may be less expensive due to lower flight costs. Furthermore, passports, visas and medical insurance are likely not required, all resulting in savings for students. Our program in South Carolina was particularly cost effective as the group took a bus from Atlanta, where Agnes Scott College is located.

The shorter flights also have a lower carbon footprint. They are logistically easier to organize with less paperwork for passports and more straightforward risk management for universities and providers (e.g., vendors are more likely to have liability insurance than in other countries).

The lower cost makes the programs more accessible to students with fewer financial resources and allows to diversify participation in study abroad, which has historically remained in single digits across the country. Students who might not be able to obtain a passport or otherwise have international travel restrictions are also able to take advantage of these programs. In effect, the domestic programs are a great complement to international education.

What We Hope Students Gain from Our Programs

Domestic or international, we want students to walk away with the following:

• Cultural Competency: The ability to understand, communicate with, and effectively interact with people across cultures

• Historical Awareness: Connecting textbook history to tangible places and living descendants

• Community Connection: Moving beyond sightseeing to foster respectful and reciprocal relationships through authentic (not transactional) interaction

As you will see below, our program in South Carolina was able to achieve these objectives.

FLP Case Study: South Carolina Lowcountry

Background

The history of this region is a crossroads of European, African, and Indigenous influences and the center of the antebellum rice and cotton economy. The coastal area is called of the Sea Islands and marshes is called the "Lowcountry." It was ideal for cultivating rice. The enslaved people from West Africa knew how to grow rice in a similar geography, and the regions economy was built on their knowledge and forced labor.

The Gullah Geechee are the descendants of enslaved West Africans who retained a distinct creole language, cuisine, and cultural traditions due to the Sea Islands geographic isolation, among other factors. Their story is one of profound resilience, cultural preservation, and ongoing struggle for land rights.

Ethical Considerations: Learning With, Not Just About

In all of our work we aim to not just provide transformative experiences for students but also to make a positive economic impact on the host community and host institutions. This program could not have been designed without the support of the Avery Research Center for African American History and Culture at the College of Charleston and the Center’s director Dr. Tamara Butler. The importance of local community voices on study abroad or study away programs cannot be overstated. Dr. Butler helped us arrange conversations with culture bearers, church congregations, and local residents to ensure the narrative of the program was authentic and owned by the community. This model avoids extraction and instead promotes respectful, educational cultural exchange. In return we made a generous donation to the Center, approved by our client Agnes Scott College. Fairly compensating local nonprofits for their support is essential for our mission and ongoing sustainability in our work.

Francis Beidler Forest near Charleston was a stop on the Underground Railroad

Itinerary Design for Transformational Study Away

This program was developed for one of our clients, Agnes Scott College, as part of their Global Journeys initiative, a core component of the College’s curriculum whereby all first year students have a chance to study abroad (or away) for free. The initiative is funded with the college’s endowment. Global Journeys have several themes that all programs must incorporate: globalization, identity and culture; imperialism, and the ethics of travel. We present the following itinerary highlights in the context of these broader themes and the specific learning objectives of this program.

Confronting History and Honoring Memory

• McLeod Plantation Historic Site: This historical landmark was recommended by Dr. Butler due to its focus on the lives and preserved and restored homes of the enslaved rather than the plantation houses of the slave owners which are more commonly visited at other former plantations.

• International African American Museum: Standing on the sacred ground (Gadsden's Wharf) where nearly half of all enslaved Africans entered the U.S, this isn't just a museum; it's a hallowed site.

• Angel Oak Tree: A natural monument and "witness tree" on John’s islasnd that has stood for centuries, providing a space for quiet reflection on the history it has seen.

Connecting with Culture Bearers and Community

• Lunch with a Historic Black Church Congregation: Dr. Butler invited the group to have lunch with the congregation of the historic Hebron Zion Presbyterian Church, dating back to 1867 when it was erected by and for formerly enslaved people. To visit this church and speak with the descendents of its founders was a powerful experience, to say the least.

• Conversation with the Gullah Geechee Cultural Heritage Corridor: The mission of the Corridor is to preserve, share and interpret the history, traditional cultural practices, heritage sites, and natural resources associated with Gullah Geechee people of coastal North Carolina, South Carolina, Georgia and Florida. The Corridor was created by an act of Congress, highlighting the value of this culture as an American institution.

Engaging with the Land and Sea

• Francis Beidler Forest: The group visited this unique swamps ecosystem with a member of the Black and Brown Interpreters Network, a group of local guides trained and supported by the Avery Center. In addition to being an Audubon site the forest was a stop on the Underground Railroad.

• Coastal Conservation League: The group also met with this nonprofit organization fighting for conversation and the generational land rights of the Gullah Geechee, which currently threatened by development.

• Morning Glory Homestead: Learning about the coastal ecosystem at homestead offering farm to table meals was an incredible way to finish the program. Through hands-on experiences, students learned about sustenance through fishing, crabbing, and farming.

Translating Experience into Learning Outcomes

In addition to daily guided reflections, which helped students to process the challenging content they were hearing about, the group learned to listen actively to community narratives, ask respectful questions, and understand a culture on its own terms. These are essential outcomes for any international or inter-cultural experience. Learning from experts like Dr. Butler and local knowledge bearers from the Black & Brown Interpreters Network ensured academic depth, when combined with readings and content delivered by course faculty.

A Replicable Model for Transformative Education.

By making transformative cultural immersion accessible and academically rigorous, this program does more than just teach history—it changes perspectives and provides a powerful model for experiential learning. This program’s structure—partnering with a cultural center, centering community voices, combining history with hands-on learning—provides a template other institutions can adopt to achieve their learning outcomes in any domestic or international setting.

This journey into the South Carolina Lowcountry proves that profound cultural immersion doesn't require a passport. By partnering directly with the Gullah Geechee community, this domestic study abroad model offers an accessible, ethically designed, and transformative learning experience. It provides a powerful blueprint for fostering deep historical awareness, cultural competency, and meaningful community connection, all within the rich landscapes of our own country.

To Reduce Risk in Study Abroad, Diagram It

In this post we lay the groundwork for risk management by first discussing what risk is and how to diagram it. We then present our risk diagram as an example to help others in international education more easily identify sources of risk and mitigate it. 

What is risk 

Risk is the possibility that something won’t go as planned and the results will be undesirable. In other words, it’s the gap between what we expect and what could actually unfold. In business, travel, or even daily life, risk shows up as uncertainty—we have to make decisions without knowing exactly what the outcomes will be. This of course has major implications when personal health and welfare are stake, as is the case with international education.

how much control do you have over student behavior on study abroad programs?

What is risk management 

Risk management is the practice of turning uncertainty into strategy. Instead of leaving outcomes to chance, it’s about identifying potential risks, assessing how likely they are, and deciding how to respond before they become problems. For example, a company might insure its assets, diversify suppliers, or create backup plans for disruptions—all forms of risk management. At its heart, it’s not about eliminating risk altogether (which is impossible), but about minimizing harm and maximizing resilience. Done well, risk management shifts an organization from being reactive to proactive, allowing it to not only protect itself but also seize opportunities hidden within uncertainty.

Risk management in study abroad 

Risk management in study abroad is about creating safe, meaningful experiences for students while recognizing that international travel always carries some level of uncertainty. From health and safety to cultural differences and logistical challenges, program providers like Learn from Travel, and institutional coordinators must anticipate what could go wrong and have systems in place to respond effectively. For example, vetting local partners, choosing safe housing, providing pre-departure orientations, and having emergency protocols are all forms of effective risk management in study abroad.

What is a risk diagram?

A risk diagram is a visual tool that helps make uncertainty easier to understand. Instead of relying only on long reports or lists of potential threats, a risk diagram maps out risks in a clear, at-a-glance way. The most common type is the risk matrix (presented further below), which plots the likelihood of a risk occurring against the impact it would have if it did. This allows organizations, schools, or even individuals to quickly see which risks are minor and which need immediate attention. For example, in study abroad, a minor risk might be a delayed flight, while a high-impact, high-likelihood risk might be health-related issues in a destination such as travelers diarrhea or a mosquito borne illness. Another diagram we discuss below is a mind map that helps to identify various components or sources of risk. By using diagrams, decision-makers can prioritize where to focus resources and communicate risks more effectively to stakeholders.

Benefits of diagramming risk 

Diagramming the risk ecosystem offers the powerful benefit of seeing the “big picture” at a glance. Risks rarely exist in isolation—health risks might connect to housing risks, which in turn connect to partner or transportation risks. By mapping these relationships visually, organizations can better understand how one weak spot may ripple through the entire system. This makes it easier to identify blind spots, prioritize what matters most, and coordinate responses across different teams. For example, a study abroad office might realize that vendor vetting, student orientation, and emergency planning all intersect in ways that weren’t obvious before the diagram was created. Beyond internal clarity, diagrams also communicate complexity to stakeholders—whether staff, parents, or students—in a way that text alone cannot. In short, visualizing the risk ecosystem transforms abstract uncertainty into a manageable, strategic framework.

How to diagram risk for international travel programs 

There is not one specific way to diagram risk faced by a company or institution. What’s important is to digram, not what the diagram looks like. The process of creating a diagram is more important than the result because it is during this process that we discover components and begin organizing them in our mind map. In fact, a mind map, like MindMup is the perfect tool for creating a risk diagram. We chose to organize our diagram based on how we manage different types of risk. 

This somewhat simple mind map for risk in our programs is a helpful way to isolate specific sources or components of risk. ONce diagrammed, management is easier.

Components of our risk ecosystem 

The risk ecosystem is going to be different for different institutions. At Learn from Travel we consider risks that are related directly to programs and those that are related more to our general operations. We can further break down the program-related risk into categories based on how it is managed: “prevention,” which we discuss here and “crisis management,” which will be discussed in our next post. Our diagram is presented above.  

Prevention

Prevention is more important than crisis management because, if done correctly, it will lead to fewer crises precluding the need for crisis management. We break down the prevention section of the diagram into the different stakeholders of our programs: vendors (including local partners), participants, and guides. We also evaluate and look to mitigate the risk associated with specific destinations where our programs take place and the specific activities that our groups engage in. 

Local Vendors 

Vetting is the key to risk management with vendors. Prior to working with a vendor for the first time we use a comprehensive checklist to review the quality of their work (e.g, online reviews, references), their risk management practices (e.g. insurance, vehicle maintenance, hotel evacuation maps and fire mitigation equipment), and legal requirements (e.g., vehicle registration), among a number of other evaluation points. We have different checklists for each type of vendor: hotels, restaurants, activities, transportation, and guides. This process has to be done early enough to contract a different vendor if the original one does not pass the checklist. 

vetting transportation companies is one of the most important risk management processes for study abroad providers

Study Abroad Participants  - Students and Faculty

Our diagram shows that the most important element in reducing risk associated with the participants is information. We obtain information from participants using a form where they indicate emergency contact information, dietary restrictions, and medical conditions. This information is relayed to our guide who is can make necessary accommodations and respond to emergencies based on the information the participant shared. 

On the flip side of the coin, we provide information to participants to prepare them for the possible risks during their program. This includes information on crime, health, food, water, infrastructure, natural hazards, and a number of other risks depending on the specific destination and activities during the itinerary. (I discuss the assessment of country-specific risk and activity risk in more detail below.)  The information is presented multiple times: during the pre-departure orientation conducted by our staff, in the pre-departure Program Details packet that participants receive one month prior to travel, and an on-site orientation conducted by our guide the day of arrival in the host country. Some items, like looking right then left before crossing the street in countries where people drive on the left side of the road, have to be repeated by our guides daily. In fact, we strongly recommend all faculty led programs to have a guide because of how much of an impact the guide has on risk management.  

if we know about physical limitations ahead of time we can be better prepared to manage the group during rigorous activities

Student Group Guides 

With guides, as our diagram shows, everything comes down to training. We require all guides to be First Aid certified. We also conduct extensive training with guides that covers topics such as risk management, mitigation and prevention, emergency response, cross-cultural communication, and group dynamics. The guides not only have to think about risk, but they have to think about it in the context of the group they are leading. We review a variety of challenging hypothetical scenarios that might not have one right response, but rather several responses each with pros and cons. These practice exercises help guides understand our expectations of their thought and response process rather than memorizing specific responses to specific scenarios. The scenarios are generally based on situations that may occur during the program they are leading based on known risks for the destination country and the activities the group will be participating in. 

The tour guide is one of the most important elements in risk management on travel programs. In addition to responding to emergencies, they can prevent them.

What is Risk Assessment

Risk assessment is the process of identifying potential hazards, evaluating how likely they are to occur, and understanding the possible impact they could have. It’s asking, “What could go wrong, how bad could it be, and what can we do about it?” Whether in business, travel, health, or everyday decisions, risk assessment helps us make informed choices rather than relying on guesswork. For example, a company might assess financial risks before launching a new product, or a family may weigh health and safety considerations before going on a trip. By breaking risks down into probabilities and consequences, risk assessment turns uncertainty into something manageable, providing a clearer path for prevention, planning, and confident decision-making.

As our diagram shows we carry out risk assessments for each destination and each activity on the itinerary. 

Study Abroad Destination Risk Assessment

We use several sources of information on the destination country to identify the most important risks and consider. These sources include the State Department Travel Advisories, OSAC reports, the Center for Disease Control, the CIA World Factbook, and local and international news outlets among other sources. We generate a list of risks and for each estimate its likelihood, how consequential the occurrence would be for our program, how to prevent it, and how to deal with it if it does occur. This list informs the preparation we go through with our guides and the information we communicate to program participants.  We devote most effort to the risks that are most likely and most consequential. 

Screenshot of the US DOS travel advisory for Jamaica which was downgraded from 3 to 2 in 2025

Itinerary Activities Risk Assessment 

We evaluate risk for specific activities using a matrix that assigns a score of 1-5 for the consequence of the risk and another score of 1-5 for the likelihood of its occurrence. The two scores are multiplied and a decision is made based on the product using the following guidelines:

For some activities that may otherwise be too risky, we are able to make the risk acceptable with mitigating actions. For example, swimming at an ocean beach may result in drowning, a level 5 consequence (catastrophic) with a level 3 likelihood (possible). If we have a lifeguard on duty or tell participants to not go in beyond their waste, we can reduce the likelihood to 1 or 2 (unlikely or rare), and so the activity becomes possible, but still one we have to be very careful with.  

This kind of mitigating action may be necessary with numerous activities on a program. The evaluation forces the risk management team to systematically think through the consequences and the likelihood of each occurence, which in itself is a valuable exercise, before they design the approach to mitigation.

Activity Risk can be quantified in terms of its likelihood and consequence. The two factors are added to generate a score.

Conclusion

Risk is an everpresent concern in most aspects of life, but especially in international travel and intenrational education. By diagramming the various elements that create risk on study abroad programs we are able to better understanding sources of risk, how to evaluate them, and how to mitigate them.

In Part 2 of this post, we will discuss Crisis Management and in Part 3 we will discuss important risk categories that are not directly related to programs. Stay tuned!

Behind the Scenes of a Study Abroad Program: A Guide’s Perspective in Egypt

When students signed up for a faculty-led study abroad program in Cairo and Alexandria, they expected awe-inspiring monuments and academic revelations. What they couldn’t see was the year of behind-the-scenes work, the cultural tightrope walking, and the constant problem-solving required to make their experience transformative rather than chaotic. As their guide, I was equal parts historian, therapist, and logistics wizard—and this is what that really looked like.

Building the Program From Scratch

The Puzzle of Ramadan Logistics

Planning a study abroad program in a country where we'd never operated before was like assembling a puzzle blindfolded. The biggest challenge? Designing an academically rigorous schedule around Ramadan restrictions without leaving giant gaps in the afternoons. Museums and archaeological sites closed earlier, energy levels dipped in the afternoon heat, and we had to carefully balance rest with engagement.

Prepping Students for Reality

Many students had never traveled to the Middle East before. Before departure, we held sessions on:

• Cultural respect (how to dress, interact with locals, and navigate religious spaces)

• Survival skills (the importance of hydration, sunscreen, and avoiding Cairo’s infamous public transit)

• Religious awareness (the significance of Ramadan and how to be sensitive as non-Muslim visitors)

• Managing expectations ("No, we can’t just ‘pop into’ the Great Pyramid whenever we want")

Day 1: Citadel of Saladin

When the Plan Falls Apart (Because It Always Does)

"The Site Is Closed Today. Why? Because."

No amount of preparation could prevent the inevitable last-minute changes:

• The Roman theater in Alexandria closing unexpectedly because the guards decided to leave early.

• Extended lunch breaks when both students and faculty needed recovery time from morning excursions.

• Extending museum visits when students became unexpectedly engrossed in discussions about whether or not Ramesses II was the pharaoh in Moses’ story.

• Reworking the itinerary on the fly when extended museum visits meant we wouldn’t have enough time for the next activity

Flexibility wasn’t just a skill—it was the core requirement for this job.

The Daily Reality of On-the-Ground Challenges

Lost in Translation (Literally)

While many Egyptians speak English, students needed to learn a few basic phrases to empower them. Before departure, I sent to the WhatsApp group a guide with basic Arabic phrases—simple greetings, "thank you," and "how much?"—to help them navigate markets and interactions. But Arabic pronunciation became an unexpected hurdle. Sounds like the guttural "ع" (ayn) or the emphatic "ح" (ha) didn't exist in their native languages. Some struggled so much they'd laugh at their own attempts, while others hesitated to try at all, worried they'd offend locals by butchering the words.

On long bus rides between sites, I turned language practice into a group activity. Those who wanted to learn would repeat after me, drilling "شكراً" (shukran) and "مرحبا" (marhaba) until the consonants clicked. Progress was uneven—some nailed it quickly, while others needed patient correction—but by Day 3, even the most hesitant could greet someone confidently. The payoff was immediate: shopkeepers' faces lit up when students said "من فضلك" (min fadlak, "please") with near-perfect accents. One student admitted, "I thought Egyptians would humor me, but they seemed genuinely happy we tried." By the trip's end, they were greeting waiters, museum guards, and even strangers on the street—no longer tourists, but guests who'd learned to say "hello" properly.

Despit that, daily interactions often required quick thinking and translating on the students’ behalf.

From small interactions like helping them find restaurants that could accommodate dietary restrictions, to playing detective to find working ATMs or currency exchanges. Most students relied on the hotel's ATM to withdraw Egyptian pounds directly from their US accounts—until the day it stopped working. Suddenly, everyone needed cash at the same time. With no backup ATM in the hotel, I found myself leading small groups through Cairo's streets, hunting for a functioning machine. The search wasn't limited to just that one incident—it became a recurring mission, scouring museums, bazaars, and random corners for ATMs that would actually dispense cash. I'd walk back and forth between the hotel and nearby ATMs, shepherding students in shifts so everyone could withdraw safely. Some machines rejected foreign cards; others were out of service. Each failed attempt meant another trek through Cairo's bustling streets. Eventually, we'd find a working ATM—sometimes in an unexpected place, like a quiet side street or tucked inside a museum. The relief on the students' faces was immediate, though I'm sure a few of them learned the hard way to always carry backup cash in Cairo.

Another time, I administered first aid when a student cut themselves on the bus to Alexandria, while checking with the driver to know when we'd get moving again after being stuck in traffic for 40 minutes.

When the Heat Won (Every Single Day)

March in Egypt was fairly hot and humid. By Day 3, exhaustion set in:

• Distributing fresh water bottles to students dozing off in the bus between activities

• Constant reminders to drink water, reapply sunscreen, and wear hats.

• Adjusting schedules on the fly when the sun drained everyone’s energy.

Ramesses II status in Memphis

Where debates on historical accuracy happen.

My Role: More Than Just a Walking Guidebook

From the moment I received my first book about ancient Egypt at seven years old, I was hooked. The pyramids, the pharaohs, the mythology—it all felt like a grand, mysterious story waiting to be explored. Over the years, that childhood fascination deepened into a lifelong passion. I’ve visited Egypt’s monuments multiple times, yet each return feels like the first—because every visit brings new discoveries, new layers of understanding.

When I guided this faculty-led program, I didn’t just want students to see Egypt. I wanted them to feel it the way I did. That meant striking a balance between friend and professor—close enough to banter and create genuine connections, but authoritative enough to ensure they listened.

Cultural Interpreter

I didn’t just recite historical dates—I helped students decode Egypt:

Explaining why bargaining is expected in markets (and how to do it). That included accompanying some of them to the buzzing Khan El Khalili market with its labyrinth of stalls overflowing with spices, lanterns, and souvenirs. A group of students had asked me to accompany them during free time—not just to navigate the chaos, but to help them find "perfect" gifts for their families back home. Their excitement was tinged with anxiety. Some worried about overpaying; others agonized over choosing the "right" item, as if a single imperfect souvenir would disappoint their parents. The pressure turned what should've been a fun outing into a high-stakes mission.

I became equal parts haggling coach and therapist. At each stall, I demonstrated bargaining—letting them watch as I negotiated for a backgammon set, then nudging them to try ("Start at half the price!"). Between shops, I reassured them: "There's no 'perfect' gift. Your presence here is what matters." By the third stall, the tension eased. One student laughed as she bartered down a scarf vendor; another proudly handed me a carved box, whispering, "My mom will never guess I paid less than this." They left with arms full of treasures—and the realization that the real souvenir was the story of how they'd earned it.

• Breaking down Ramadan customs when students nervously asked, "Is it rude to eat in public?". Explaining how it’s about community and foreigners are not held to the same standard as locals.

• Putting modern Egyptian life into context so they saw beyond the ancient ruins.

Academic Connector

At the Step Pyramid of Djoser, I watched students' eyes glaze over with that familiar tourist trance - the kind where awe overtakes analysis. My job wasn't to lecture (that was the professors' domain), but to be the bridge between wonder and coursework. When their attention drifted to Instagram-worthy angles, I'd gently refocus them and ask questions about their curriculum. The real challenge came when empty stomachs started rumbling louder than our academic discussions - even the most dedicated scholars lose focus when lunch is delayed by pyramid-induced time warps..

Day 6: Alexandria Library

The Invisible Safety Net

While faculty focused on teaching, I handled everything else:

• Mediating roommate conflicts (yes, even abroad, drama follows).

Midway through the trip, tensions flared between two groups of students. One group felt their peers were treating Egypt like a casual holiday—laughing too loudly in sacred spaces, haggling aggressively in markets—while the other group insisted they were just "having fun" and saw no harm in their behavior. The close quarters and exhaustion amplified frustrations, threatening to sour the group dynamic. The conflict escalated quickly. Group 1 grew resentful, whispering about "disrespectful tourists" in their own ranks, while Group 2 dug in their heels, dismissing the criticism as uptight. With days left on the trip, the friction risked overshadowing the experience for everyone.

I pulled each group aside separately. To Group 1, I acknowledged their concerns but urged them not to let others' behavior dictate their own enjoyment. To Group 2, I framed it plainly: "This isn't a resort—it's a cultural exchange. Even small rudeness undermines what we're here to learn." I avoided scolding; instead, I appealed to their pride in being good travelers. The adjustments were subtle but meaningful. Group 2 toned down their boisterousness in mosques; Group 1 eased their policing. By the final days, the drama faded—not with a grand reconciliation, but with a quiet return to shared wonder.

• Coordinating a doctor’s hotel visit for a sick student— part advocate, and part reassuring presence during a scary experience.

One evening, a student texted me asking for Advil after missing dinner with the group. Having noticed them looking exhausted during afternoon activities, I arrived at their hotel room with my full emergency kit—only to find them burning up with a 102° fever and coughing uncontrollably. Despite clear symptoms, the student refused to see a doctor. Between coughs, they admitted their fear: the cost of a private hotel visit. Convinced they couldn't afford care, they insisted on toughing it out—even as their fever spiked.

I sat with them, listening to their concerns before explaining how medical costs in Egypt differed from home. "What if I guarantee a set price?" I asked. Relieved, they agreed. After coordinating the doctor's visit, I translated symptoms and instructions, then ran to the pharmacy for their prescribed medication. Though they missed the next day's Alexandria trip, by evening the meds had worked—and I became their personal pill reminder, checking their pockets daily to ensure they'd taken their meds. When they rejoined the group, their grin said it all: they'd trusted the process, and we'd gotten them through.

• Playing counselor during downtime. Whether helping navigate first-time travel anxieties or giving big-sister advice about relationships back home.

On quite a few occasions, students would chat with me about their personal lives, our relatively short age gap making me kind of a temporary big sister to them. But on a other instances I was called or texted for small “emergencies”. Those ranged from asking if their outfit was appropriate to wear for the next day's activities to helping them figure out how to get back to the hotel because they weren't able to get an Uber since it was time for people to break their fast (I had previously warned them that there was a 30-minute window between 5:45pm and 6:30pm where things would be unavailable/closed because of iftar). Luckily for them I was nearby, walked to their location and got us a taxi together. The taxi driver hadn't broken his fast yet, so he stopped at an iftar stop managed by city workers for dates and water. We made it back together, and the students got to see the community spirit of Ramadan in action (they also got to eat delicious dates and a free bottle of water).

Navigating chaos also included helping them avoid beggars on the streets while being respectful and mindful of people's condition. After a museum visit, a cluster of students froze outside as three persistent beggars surrounded them, hands outstretched. The students, torn between discomfort and guilt, didn't know how to disengage without being rude—or worse, incentivizing more attention. I stepped in, speaking calmly to the beggars in Arabic while subtly herding the group forward. Later, I demonstrated the "polite but firm" exit strategy: "La, shukran" (No, thank you) while avoiding eye contact and moving purposefully. By the next encounter, students mimicked the technique perfectly—one even joked, "I've mastered the 'sorry-I'm-a-busy-local' walk."

• Creating a safe space for “dumb” questions. Students had a lot of questions regarding ancient and modern Egypt. I was here to answer all of them without judgement to help them understand and truly absorb their surroundings.

Late-night messages pinged my phone: "Can I wear this top tomorrow?" followed by a mirror selfie. First-time travelers second-guessed every cultural nuance, terrified of unintentional disrespect. I'd reply with specifics: "Bring a scarf with you just in case." or "Those pants are fine, but wear comfy shoes, we will be walking a lot." Their relief was palpable the next morning—shoulders relaxed, outfits local-approved, confidence restored. These exchanges generated more questions to understand why this item is appropriate but that one is not. Sometimes the answers were related to culture or religion “Everyone needs to cover up to go inside a religious establishment”; other times they were more pragmatic “We are going to be in the desert at 2pm, if you wear this you’ll probably get a sunburn”.

Day 4: the great pyramids of giza

Day 1: Coptic Cairo

The Moments That Made It All Worth It

"Wait, this is where the Holy family hid?"

For students from a Lutheran university, visiting Coptic Cairo was a revelation. Seeing churches older than their home country—and learning that Egyptian Christians make up 10% of the population—shattered their assumptions about the region.

The Mediterranean’s Secret

At the Kom El Shoqafa catacombs in Alexandria, I explained how the site used to be underwater and must be constantly pumped to stay dry. Their perspective shifted as they realized the Mediterranean hides countless artifacts and ancient structures lost to rising sea levels over millennia.

The Step Pyramid Epiphany

Going inside the Step Pyramid was an awe inspiring experience for most of the students as one philosopher that they learned about during the semester was Imhotep.

Standing inside the first pyramid built in Egypt, Imhotep’s architectural masterpiece, a student turned to me and said, "It’s crazy that I have the privilege of seeing his work, it makes everything seem so REAL" That moment—when theory became real—is why these trips are so important.

Day 5: the step pyramid

Why the Guide Is the Secret Ingredient

Faculty provides the academics. Students bring the curiosity. But the guide? We:

• Turn chaos into learning (like explaining why Alexandria’s coastline hides ancient ruins underwater).

• Handle emergencies so professors don’t have to.

• Make the unfamiliar feel safe, so students can focus on growth instead of survival.

At the end of the trip, one student pulled me aside and said, "I came here full of apprehension and only knowing what I heard on the news. Now I don’t want to leave." And that’s the magic of study abroad—when a place doesn’t just teach students, but changes them.

Two Sides to the Service Learning Coin: The Importance of Listening to Nonprofits and Impacted Communities

students making adobe with community members to build a house

Service-learning programs are growing in popularity, offering students a chance to make a real impact. But to succeed, we must listen to two key groups: local nonprofits and the communities where the service takes place. Their voices ensure programs are meaningful and effective. This article highlights why their input matters and how it can shape better service-learning experiences for everyone involved.

The Goals of Service Learning

Service learning has three main goals. First, it gives students hands-on experience, helping them apply what they learn in real-world settings. Second, it builds empathy, cultural understanding, and a sense of responsibility to help others. Third, it aims to create a positive impact in communities. The third is the hardest! While volunteers and organizers have good intentions, success depends on understanding and addressing the real needs of nonprofits and the people they serve.

The Other Side of the Coin: Community Needs and Perspectives

The other side of the service learning coin is listening to nonprofits and the communities they serve. These groups know their needs (and their strengths and resources) best, and their input is crucial for success. Without it, programs risk making big mistakes, like wasting resources, focusing on the wrong problems, or even doing more harm than good.

Assuming what a community needs can lead to harmful outcomes. It might reinforce stereotypes, create power imbalances, or even make communities dependent on outside help instead of empowering them. For example, a well-meaning project might have unintended consequences, such as tension among community members or unexpected ongoing maintenance costs, or simply create something that is not important or not valued.

Local knowledge is key. Local nonprofits and community members understand the challenges and solutions better than anyone. By listening to them and actually have them steer the implementation of the service project, service learning programs can be more effective, respectful, and impactful. It’s not just about helping—it’s about working together to create real, lasting change.

Students harvesting yuca on a with local farmers in Panama

How to Listen and Collaborate Effectively

Successful service learning programs depend on strong collaboration and active listening. Here’s how organizers of such experiences can make it happen at every stage:

Before the Program:

• Conduct needs (and strengths) assessments: Work closely with local partners to identify real needs, not assumptions. This can be a simple conversation with multiple stakeholders of the project: local community members and people in leadership positions within the community, local nonprofits already operating in the area, local government officials, and local business owners. Look for needs that align between all of these stakeholders. Also consider their unique resources, skills, and capabilities to contribute to the service project. What do they bring to the table? They should bring something because they should stand to benefit from the project.

• Build relationships: Take time to connect with nonprofits and community leaders, ensuring trust and mutual understanding. After the initial conversations, stay engaged in the weeks and months leading up to the service project. Keep up with local news. Check in with local partners about project planning and the items they committed to contribute. In person visits to the community, if possible, are always best to build trust and communication.

• Set clear goals: Share your vision with all participants, local and visiting. Establish a common vision through a picture or quantitative goals, depending on the nature of the project. Design the project and set goals to be realistic and make a plan B if things don’t go according to plan. Also make a plan for ongoing project maintenance and its funding.

During the Program:

• Encourage active listening: Teach students to approach the experience with humility, valuing the voices of community members. Ensure translators are onsight to overcome language barriers. Purposefully create space for discussion and questions.

• Adapt based on feedback: Be flexible and willing to adjust plans as you learn more from the community or if unexpected obstacles arise. Encourage feedback from local stakeholders and project participants during the project both privately and in group discussions.

• Foster mutual learning: Create an environment where both volunteers and locals can share knowledge and grow together. This is essential. Service projects are a two way street! All stakeholders should contribute and all stakeholders should benefit.

After the Program:

• Seek feedback: Ask community partners for their honest input to assess the program’s impact and areas for improvement. If possible, an in-person visit several months after the project can deepen the connection with local partners and ensure ongoing project support.

• Reflect and improve: Take time to evaluate what worked, what didn’t, and how to do better next time. This also requires input from all stakeholders. (You’re probably starting to see a trend.)

• Maintain relationships: Stay connected with the community to show your commitment to long-term change, not just short-term fixes. Modern technology makes this extremely easy as long as project organizers make the time and effort.

By following these steps, service learning programs can become more meaningful, respectful, and impactful for everyone involved.

Overcoming Common Challenges

Service learning programs often face challenges, but with the right approach, they can be overcome.

• Language or cultural barriers: Miscommunication can happen when volunteers and communities don’t share the same language or cultural background. Solution: Use translators, learn basic phrases, and take time to understand cultural norms.

• Limited time or resources: Collaboration takes effort, and both sides may feel stretched. Solution: Focus on small, manageable projects and prioritize clear communication to make the most of available resources.

• Balancing student goals with community needs: Sometimes, what students want to learn doesn’t match what the community needs. Solution: Work together to find projects that benefit both sides, ensuring students grow while addressing real issues. Adjust the student’s expectations to the community needs, not the other way around.

By tackling these challenges head-on, service learning programs can stay effective, respectful, and impactful for everyone involved.

american college Students on a beach cleanup with local high school students in PANAMA

Service learning programs thrive when they prioritize community input and collaboration. Here are two examples that highlight how listening to communities leads to meaningful outcomes:

Sustainable Construction in Rural Panama
On this program, students from Cal Poly SLO gained hands-on experience in sustainable construction techniques while working alongside a rural Panamanian community. They learned traditional methods, such as building with adobe, and innovative practices, like creating “eco-bricks” from plastic bottles to construct benches. The program was designed and led by the community, ensuring it aligned with their needs and work habits. Local architects and designers guided students, offering insights into sustainable building practices. Together, students and community members built adobe houses, blending education with real-world impact. This program succeeded because it was community-driven, respectful of local traditions, and focused on practical, long-term benefits.

Social Work and Sustainable Development in Panama
Students from Stephen F. Austin State University traveled to Panama to explore social work, sustainable development, and local agriculture. They first partnered with a community development nonprofit and a coffee cooperative in the Colon Province, to conduct a needs assessment through a series of interviews with local stakeholders. Students also visited an Indigenous Embera community, learning about their culture and traditions. Activities included hands-on farming lessons led by community members, ensuring the program supported local needs. Students planted coffee, collected garbage on a remote beach with local peers, and helped to beautify a community center. Afterwards, the faculty helped raise money for new water infrastructure and had graduate students conduct research to help local farmers improving coffee yields and charge higher prices. This program stood out because of its strong partnerships, cultural sensitivity, and focus on mutual learning.

Both programs show that success comes from strong relationships, flexibility, and a commitment to respecting and empowering communities.

Study abroad students and local high schoolers celebrate after a beach cleanup

Conclusion

Service learning works best when nonprofits and communities have a voice. By listening to their needs, we create programs that are meaningful, respectful, and impactful. Prioritize collaboration, stay humble, and adapt to feedback. Together, we can make a real difference.

Learn From Travel creates service-learning programs that teach students about other cultures while benefiting communities. We handle all planning, ensuring trips respect local values and meet community needs. From start to finish, we focus on meaningful experiences that enrich students and make a positive impact. Let us help you design programs that truly matter! You can request a proposal using this link.

So, how will you ensure your service-learning program truly meets the needs of the community? Let’s create change that lasts!

Mental Health Matters: Supporting Students on Study Abroad Trips

Mental health is more important

than ever, both in school and at work. For faculty leaders of study abroad programs, supporting students’ well-being is a key responsibility. This article shares simple strategies to help students stay healthy and happy while abroad, ensuring they have the support they need to succeed and enjoy their experience. Let’s dive in!

Why Mental Health Matters During Study Abroad Trips

Mental health is especially important during study abroad trips, where students face unique challenges like culture shock, language barriers, and being far from home. These stressors can impact their well-being and ability to fully enjoy the experience and get the most learning out of it. In addition to their role as educators, faculty leaders must play a key role in creating a supportive environment during these programs.

• Challenges Students Face:

  • Isolation and being overwhelmed in unfamiliar settings

  • Difficulty adjusting to new cultures or languages

  • Homesickness or lack of familiar support systems

• How Faculty Leaders Can Help:

  • Check in regularly with students one-on-one and in group settings

  • Encourage open conversations about mental health, feelings, and emotions

  • Promote self-care practices

  • Recognize signs of stress

A faculty leader’s role goes beyond academics—they are mentors and advocates for students’ well-being. By fostering a positive and inclusive atmosphere, they help students navigate challenges and make the most of their time abroad. Prioritizing mental health on these trips ensures students stay healthy, engaged, and ready to learn.

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Healthy Habits to Promote Mental Well-Being

Promoting mental well-being during study abroad trips starts with healthy habits. Here’s how students and faculty leaders can work together:

For Individuals:

• Eat balanced meals and stay hydrated - groups should try to eat breakfast together and make it a time for open discussion. Faculty could ask questions specifically about how students feel or things they don’t understand. Remind students to drink water during the day, especially on physically demanding days.

• Get enough sleep and rest - faculty should chose lodging away from nightlife spots and encourage early bed times. Starting daily activities at 9 or 10, but not earlier, will allow students to get more sleep.

• Practice mindfulness techniques like meditation or deep breathing - in addition to having their own meditation practice faculty could lead daily meditation (even 5 minutes goes a long way).

• Balance workloads to prevent mental burnout - design travel itineraries considering not just their physical strenuousness, but also mental load

For Teams and Communities:

• Encourage open conversations about mental health to reduce stigma - faculty should share their own feelings to encourage students to share

• Ensuring students have time to relax and explore - free time during a faculty led programs is as important as structured programming. Students often learn more when they have time and space to process what they are seeing.

• Organize wellness activities, like yoga sessions or mental health workshops, to bring the group together - this can be designed as part of the program from the planning stages

By focusing on these habits, faculty leaders help students stay healthy, happy, and ready to make the most of their study abroad experience.

“A faculty leader’s role goes beyond academics—they are mentors and advocates for students’ well-being”

Types of Necessary Aid Leaders Might Have to Provide

In addition to promoting healthy habits, faculty leaders must also be prepared to provide direct support when needed. This support can come in many forms:

Emotional Support:

• Practice active listening and show empathy - often times just getting their thoughts out will help students process a challenging situation.

• Create a safe space where students feel comfortable sharing their concerns - students leaders can be a great resource as go-betweens with faculty

Practical Support:

• Connect students with mental health resources, such as local or virtual counseling services, clinics, or hotlines - check with your college or university what resources are available to student on study abroad programs

• Create assignments that ask students to reflect on their experience and their related feelings - a daily journaling assignment can be a great destressor in addition to helping students learn more

• Be flexible with workloads or deadlines to ease stress and prevent burnout - especially for students showing signs of stress, you can delay the deadline for an assignment or otherwise alleviate the stress point during the program

Educational Support:

• Provide training on mental health awareness and self-care - consider mental health first aid training for faculty leaders

• Share resources, like guides on stress management or mindfulness techniques - a variety of resources is available from the CDC

Crisis Intervention:

• Recognize signs of mental health crises, such as severe anxiety, depression, or burnout

  • Emotional distress: Intense sadness, anxiety, fear, anger, or hopelessness 

  • Changes in mood: Sudden or extreme mood swings, from euphoria to depression 

  • Cognitive difficulties: Confusion, difficulty concentrating, memory loss 

  • Behavioral changes: Withdrawal from social activities, neglect of personal hygiene, increased substance use 

  • Suicidal thoughts or actions: Talking about wanting to die, making plans to harm oneself, or engaging in self-harm 

  • Hallucinations or delusions: Seeing or hearing things that are not real, or having false beliefs 

  • Paranoia or distrust: Feeling like others are out to get them, or having excessive fear and suspicion 

  • Isolation: Withdrawing from friends, family, and social support networks 

  • Psychosis: Loss of touch with reality, experiencing hallucinations or delusions 

  • Additional Warning Signs:

    • Changes in sleep or appetite: Insomnia, excessive sleeping, or significant changes in eating habits 

    • Increased agitation or restlessness: Feeling anxious, jittery, or unable to sit still 

    • Difficulty making decisions: Feeling overwhelmed or unable to make simple choices 

    • Neglecting responsibilities: Missing work, school, or other obligations 

    • Changes in appearance: Neglecting personal hygiene or wearing unusual clothing 

• Know when and how to escalate to professional help - faculty should know who to contact in case of recognizing signs a mental health crisis. The university international education coordinator is a good first point of contact. They will be able to direct faculty toward additional resources and help. The travel insurance hotline can also be a good resource, as well as third party provider (e.g., Learn from Travel) staff.

By offering a mix of emotional, practical, educational, and crisis support, faculty leaders create a safety net that helps students navigate challenges and thrive during their study abroad experience.

Overcoming Common Challenges

Faculty leaders often face challenges when supporting mental health during study abroad trips. Here’s how to address common issues:

Stigma Around Mental Health:

• Normalize conversations about well-being by sharing personal experiences - this may be challenging for some faculty, but imagine how much more challenging it is for students

• Create a safe, open environment where students feel comfortable discussing their feelings

Limited Resources or Funding:

• Use free tools like mindfulness apps or online resources from the CDC or other health institutions

• Organize low-cost group activities, such as yoga sessions or nature walks

• Partner with local organizations to provide additional support

Balancing Support with Academic/Professional Demands:

• Set clear boundaries while staying flexible with deadlines or schedules

• Offer mental health days to help students recharge without falling behind

By tackling these challenges, faculty leaders can create a supportive space where students feel valued and understood. Small steps, like open conversations and creative solutions, make a big difference in fostering a healthy, positive experience for everyone.

Mental health is key to success in academic and professional settings, especially during study abroad trips. By promoting healthy habits, offering support, and addressing challenges, faculty leaders can help students thrive. Take proactive steps—like open conversations, flexible policies, and regular check-ins—to create a positive environment.

Reflect on this: What’s one step you’ll take to prioritize mental health in your next program? Small actions can make a big difference for your team’s well-being.

How to Lead Reflection During a Faculty Led Study Abroad Trip

The Power of Reflection in Faculty-Led Study Abroad Programs

Studying abroad can be life-changing for students, and faculty-led programs make it possible. Reflection is a key part of the learning process, helping students grow from their experiences.

This article provides simple, effective strategies for leading meaningful reflections during your program. Let’s explore how to make the most of this powerful tool!

Why Reflection Matters in Study Abroad Programs

Reflection plays a crucial role in faculty-led study abroad programs, acting as a bridge between experience and learning. In experiential education, reflection helps students process what they’ve seen, felt, and done, turning moments into meaningful lessons. Without it, the full potential of their journey may go untapped.

Benefits of Reflection:

• Cultural Immersion: helps students navigate new environments and understand different perspectives.

• Academic Connection: links classroom theory to real-world practice, making concepts more relevant.

• Personal Growth: encourages students to think critically about their values, assumptions, and goals.

• Group Bonding: by sharing their thoughts and feelings students will draw closer and support each other

Risks of Skipping Reflection:

• Missed learning opportunities: traveling abroad can be an overwhelming experience. Reflections help students organize and process what they experience.

• Fragmented experiences: students might not realize the value of visiting a botanical garden on a history program. It’s up to faculty to help them stop and smell the flowers - and perhaps the history of horticulture as it relates to colonialism and world trade.

• Potential inaccurate conclusions (e.g., viewing cultural practices as “strange” instead of meaningful): people are usually biased toward cultures different from their own. Reflections helps dispel misconceptions.

In short, reflection isn’t just an add-on—it’s an essential element of any successful FLP. It ensures students don’t just “see” the world but truly engage with it, gaining insights that last long after the program ends.

6 Key Principles for Leading Effective Reflections

Guiding reflections during faculty-led study abroad programs requires a few key principles:

1. Create a Safe Space:

   • To build trust and openness for honest discussions and ensure students feel comfortable sharing their thoughts find a location that is casual and private. A hotel restaurant between meal times usually works well, as does a park on a warm day.

   • Verbalize the intention to create a safe space. Ask students to open their minds and not judge each other’s questions, but rather aim to understand and help each other.

   • Be caution inviting local residents or others who are not part of the course into the reflection, at least initially. Everyone should start on even footing to promote balanced conversation.

2. Be Intentional:

   • Link reflections to the program’s goals and learning objectives. Remind students of the learning objectives frequently during the program and write them out during reflection times. Ask students to specifically address the learning outcomes the context of their experience for that day.

   • Highlight specific issues, concerns, or activities and ask students to comment on specific aspects of those activities. A faculty leader must lead not just the travel component but also the reflection. Share your own thoughts and ask students if they agree or disagree. Encourage disagreement!

3. Encourage Active Participation:

   • Ask open-ended questions. Don’t ask yes or no questions and don’t “lead the witness” by suggesting the responses. You will be surprised to learn that students interpreted a situation very differently than you did or others in the group.

   • Invite all students to contribute, not just a few. You may need to call on students who do not willingly participate or ask some students to respond to comments made by their peers.

4. Balance Structure with Flexibility:

   • Have a list of questions but leave room for spontaneous discussions. If the conversation is moving and students are engaged, its better to continue than to cut it short and change topic or ask a new question. Try to connect the next question with the topic that students are engaged with.

   • Allow students to process and share experiences in their own way.

By following these principles, you’ll help students get the most out of their study abroad experience.

Strategies for Meaningful Reflections

Here are some practical strategies to make reflections engaging and impactful:

Use Guided Questions:

Ask open-ended questions to spark deeper thinking. Sometimes a follow up “why?” really gets the gears moving. For example:

• What surprised you most about today’s experience? Why?

• How did this activity challenge your assumptions?

• What connections can you make between this experience and your own culture?

• What is making you uncomfortable here? Why?

Connect to Academics:

Help students link their experiences to coursework. Ask:

• How does what you saw today relate to what we studied in class?

• What theories or concepts that we learned about apply to this situation?

Incorporate Different Formats:

Mix up reflection styles to keep students engaged. Try:

• Group discussions for sharing ideas. Have students break up into small conversation groups and then bring them back together to share their conclusions.

• Journaling for personal reflection followed by sharing selections from student entries.

• Creative activities like poetry, drawing, storytelling, or even roleplay.

Leverage Technology:

• Whatsapp groups are an easy way to communicate with the whole group and the text (and emoji) format is familiar to students. Prime reflection in the afternoon by asking an engaging question in the morning.

• Reflection through Social Media is second nature to students and helps to document the journey. Create a channel or handle just for your program and curate a selection of the most meaningful content. This can be shared with groups in future years!

• Ask students to make a photo journal or a video project to capture their experience individually or in groups.

Overcoming Common Reflection Challenges

Leading reflections during study abroad programs can come with challenges, but there are solutions for each:

Time Constraints:

• Set aside dedicated time each day, even if it’s just 15 minutes before dinner or after breakfast. On the bus between destinations also works well.

• Keep reflections focused and purposeful. Once you address the topic of the day, finish the reflection, respecting any set time limit.

Student Disengagement:

• Encourage involvement with open-ended questions or ask students to themselves ask their peers questions.

• Use small groups or creative activities like drawing or role-playing to stimulate discussion.

• Pick a different student leader each time and allow them to ask questions or determine the theme

Cultural Barriers:

• Frame reflections with cultural context. After all, culture is always going to be a novelty on a study abroad program. All learning will occur in the context of the foreign culture.

• Ask local partners to participate to shed light on unique cultural elements or differences.

By tackling these challenges head-on, you can create meaningful reflection moments that enhance the study abroad experience for everyone.

Learn from Travel guides often support and facilitate reflections along with faculty leaders. Our guides are native to the destinations or fluent in the local culture, making them the perfect conduits for culturally-immersive learning during reflections. Our goal is to ensure your program is not just a trip, but a transformative experience.

Reflection is key to making study abroad programs meaningful. It helps students process experiences, grow personally, and connect learning to real life. Use the strategies shared here—like guided questions, creative formats, and overcoming challenges—to lead effective reflections.

What’s your favorite reflection technique? Share your ideas and make your faculty-led study abroad programs even more impactful!