Background: Traditional study abroad programs often overlook the importance of place, missing opportunities for deeper, context-driven learning. Despite the transformative potential of place-based education, existing research has not consistently examined or explicitly conceptualized its integration into global learning experiences. Purpose: This study explores the impact of a place-based study abroad program on first-year college students at a U.S. university. Method: Using a qualitative design, researchers analyzed reflective learning journals from nine students who participated in a short-term, place-based study abroad program in Scotland. The study was grounded in Experiential Learning Theory and utilized open coding and dyadic analysis to identify themes. Findings: Three interrelated themes developed from the data: (a) broadening perspectives through cultural immersion and reflective inquiry, (b) cultivating a strong sense of community among peers and with locals, and (c) increasing confidence and independence as learners and global citizens. These outcomes were shaped by the intentional integration of place, self-directed learning, and real-world engagement. Implications: Findings highlight the value of intentionally designed place-based study abroad programs, especially for holistic student development. Implications for educators and program designers emphasize the value of contextual, place-aware learning environments in global education, particularly for students in the early stages of their college experience.
Dean et al. (2026) studied this question.