From Classroom to Colosseum: Historical Immersion and Students’ Self-Reported Understanding in a Comparative Criminal Justice Study Abroad Program

Study abroad programs are recognized as high-impact educational practices that promote student learning through experiential engagement. This mixed-methods study examined the impact of a short-term faculty-led study abroad program in Italy on undergraduate students’ self-reported understanding of comparative criminal justice concepts. Quantitative data were collected through pretest and post-test surveys, and qualitative data were gathered through open-ended reflection questions. Six students completed both surveys and were included in the matched analysis. Results indicated improvements across all measured self-reported learning outcomes, with the largest gain occurring in students’ self-reported confidence in applying comparative criminal justice concepts to real-world situations. Although the findings did not reach conventional levels of statistical significance, a large practical effect size (d = 1.17) was observed. Qualitative analysis identified three themes: historical immersion and site-based learning, making abstract concepts concrete, and reflection on the U.S. criminal justice system. Findings suggest that historical immersion may support students’ self-reported understanding in comparative criminal justice education.