Academic travel as a formative educational experience: pedagogical design and impact on learning
DOI:
https://doi.org/10.55777/9r96p129Keywords:
Academic travel, Experiencial learning, Pedagogical Model, Higher Education, estilos, Student-teacher relationshipAbstract
Academic travel has been increasingly incorporated into higher education as part of active methodologies aimed at fostering meaningful learning. However, its formative value largely depends on pedagogical design and its integration into the curriculum. The aim of this study is to analyse the conditions under which academic travel can be understood as an educational experience with an impact on learning, as well as to explore its influence on student–faculty relationships and teaching–learning processes. A mixed-methods study was conducted at a European university using survey data and open-ended responses from 253 undergraduate students and 45 faculty members participating in curriculum-integrated academic travel. Quantitative data were analysed using descriptive statistics, and qualitative responses were examined through thematic analysis. Results indicate that academic travel generates greater impact when structured through a pedagogical design that integrates preparation, faculty guidance during the experience, and post-travel reflection linked to assessment. Under these conditions, participants report higher academic engagement, strengthened student–faculty relationships, and positive effects on learning processes.
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