Transformative learning in the experience typology

Abstract Study abroad is often believed to be transformative, but measuring transformation directly is difficult. In Duerden’s (2018) experience typology, a transformative experience is described as a change in self-perception that is most often characterized by enduring behavioral changes. This definition is helpful but provides limited insight into how one experiences transformation. This study clarifies several components of meaning-making in response to disorienting situations that may contribute to one’s perception of a transformative experience. Study abroad students in a language and culture program in Spain responded to a questionnaire based on the Experience Impact Scale ( Lundberg et al., 2021 ). They also reflected on their experiences in short writing assignments, which were coded and analyzed. In addition to the core idea of change, a transformative experience often includes a challenge overcome or a disorienting dilemma resolved. It involves relationships and is facilitated by structured reflection. Additional support for the hierarchical nature of the experience typology suggests that creating transformative learning experiences should involve the fuller spectrum of experience typology characteristics, including those that are memorable and meaningful, as well as transformative. Increasing opportunities for structured reflection — both during and after study abroad — may help participants better recognize the significance of their experiences.