Novel Spaces as Catalysts for Change: Transformative Learning through Transnational Projects

Abstract

This paper discusses data related to the final phase of a six-year project entitled Digital Learning Across Boundaries (DLAB): Developing Changemakers. It explores university students’ growing perceptions of themselves as changemakers as they experience novel physical and digital spaces, drawing upon on the reflections of seven undergraduate education students from England who joined students from five European countries in the final year of the project. Using a critical ethnography methodology, this paper embraces reflexivity and immersion in the participants’ experiences. Verbal and written reflections were collated and analysed through inductive coding. The results suggest that the multidimensional and multidisciplinary elements of the project led to transformative learning. Transformative change was experienced as students encountered a series of novel spaces and resolved disorientations that arose within them through collective interaction and personal reflection. This paper concludes that educators value the intersection of learning experiences when planning transnational projects and consider the role of cumulative disorientations, multifaceted novel spaces, and critical discourse in catalysing personal growth.

1. Introduction

The Digital Learning Across Boundaries (DLAB) project was inspired by the changemaker movement, which seeks to build the skills and attributes for individuals to find innovative solutions to society’s challenges [1]. Changemaking values empathy, creativity and reflection, advocating active engagement in enacting change. DLAB has three key themes:

• Developing changemakers;
• Social innovation education;
• The use of innovative digital learning environments including virtual and artificial reality technologies.

Through these themes, the project brings together two aspects of the maker movement: digital making and changemaking.

The DLAB project was funded by Erasmus+ over two three-year phases that brought together teachers, lecturers, school pupils and university students from Norway, Spain, Denmark, Belgium and England. Five participating universities were each paired with a local school in their own country. Education students from the universities collaborated with lecturers and teachers to undertake collaborative activities with pairs or trios of classrooms working together across the countries. The data gathering for this paper was internally funded by the University of Northampton.

In this second phase of the DLAB project, participants explored three broad types of ‘learning across boundaries’ challenges through a combination of digital making and changemaking (Figure 1). These challenges span crossing physical boundaries (body capabilities), personal boundaries (aspirations and confidence) and environmental boundaries (learning in unconventional spaces).

DLAB activities tackle contemporary societal challenges using a twinned classrooms approach. Examples include

• Using immersive reality to develop exergames combating the link between videogaming and physical inactivity.
• Exchanging 360-degree films of environmental challenges between countries and suggesting prototype solutions.
• Exploring digital tools to enhance communication in the face of rising sea levels eroding geographical boundaries.

Participation in an international research project transcends conventional student exchange programmes and offers unique opportunities for growth. University students were integral to DLAB’s success over the six years, and their involvement led to significant personal development in skills, confidence, competence and experiences. The DLAB culture fostered a sense of belonging and shared values, aiming to empower students to become confident agents of change. This paper draws insights from the final cohort of students’ experiences during the project’s culmination. It contributes to transformative learning literature by exploring the role of multifaceted novel spaces in driving personal growth. The term ‘novel spaces’ encapsulates various domains, whether virtual or physical, social or reflective, or a blend of these dimensions, as shown in Figure 2 below.

There were multiple visits to non-familiar physical spaces, such as initially when students went into a secondary school to run activities with pupils on the three international days and when visiting the Howest University campus in Bruges. Students also encountered a range of novel online spaces through the project, co-creating them where appropriate, for example, when an online ‘Vestival’ (a virtual festival) was launched to link members of the DLAB project with wider educational communities. In the DLAB project, participants experienced novel spaces over seven months; initially, they collaborated with international peers in a research project, and then they worked in a school setting with lecturers and students. Real-time activities across the physical divide included digital storytelling, animation, film, and immersive realities. Finally, students came together at an international multiplier event at Howest University, Bruges, to develop outputs and showcase the project’s work.

2. Research Questions

This paper analyses small-group interviews and written reflections to address the following research questions:

• How do undergraduate education students reflect on their experiences of novel spaces in an international project?
• Do novel spaces support transformative learning in undergraduate education students in an international project?

3. Literature Review

3.1. The Role of Novel Spaces in Transformative Learning

The role of novel spaces in transformative learning is central to this project, which defines these spaces as domains, spheres or territories encountered during the Digital Learning Across Boundaries (DLAB) project. These encompass physical locales, virtual spaces, social environments, emotional dimensions and reflective contexts (see Figure 2).

3.2. Disorientation and Transformation

Transformative learning is anchored in critical thinking and involves the reassessment of embedded assumptions [2] (p. 106). Offering the potential to challenge the norm, it can free individuals to critique personal, collective and social assumptions while reflecting on their influence, action, reaction and potential. As such, it is a complex and multifaceted process that impacts learners both individually and collectively [3] (p. 118). The transformative journey, according to Mezirow [4] (p. 116), is ‘the process by which we transform problematic frames of reference (mindsets, habits of mind, meaning perspectives)–sets of assumption and expectation-to make them more inclusive, discriminating, open, reflective and emotionally able to change’.

In recent years, transformative learning has gained increased attention for its potential to drive societal change and reshape worldviews, acting as a catalyst for individuals to undergo a profound shift in mindset [2] (p. 107). This transformative process is closely linked with the development of intercultural sensitivity and confidence, as suggested by Whewell et al. [5] (p. 40). As the world undergoes rapid changes, UNESCO [6] highlights the need for educational systems to adapt and equip learners with new knowledge, skills and attributes. The concept of transformative learning aligns with UNESCO’s vision, fostering global citizenship and empowering individuals to effect positive change. In the context of higher education, when students feel invested and valued, they become active contributors, aligning with United Nation’s goal of SDG 4.7 [7].

Critical reflection, individual reflection and dialogical discourse can also be seen as core elements of the transformative learning process [8,9] (p. 113). Critical self-reflection can lead to questioning frames of reference and adopting new ones. The interplay between critical self-reflection and reframing ideas relies on challenging assumptions and acknowledging the role of prior experiences in guiding future actions.

The idea of disorientation is integral to transformative learning. According to Mezirow [10] (p. 168), the transformative process begins with disorientation, prompting self-examination and an assessment of existing assumptions, leading to shared experiences exploring potential actions for change, and reassessing roles and relationships. Plans are then formulated, and learners gain confidence as they integrate transformative elements into their lives (doing new things in new ways). This process is summarised in Figure 3.

Disorientation in transformative learning thus involves experiences that challenge unquestioned assumptions, life transitions or other critical moments. Washburn [11] (p. 314) explains that transformative learning can manifest as a single disorienting dilemma or a series of experiences with consequential outcomes that address contemporary societal challenges. Mezirow [4] (p. 118) and Calleja [3] also view the process as cumulative, involving exposure to a series of experiences that lead to change and allow for reflection, regression and a return to prior stages.

3.3. Physical and Virtual Novel Spaces

Pitchford et al. [12] (p. 14) highlight the value of novel spaces as opposed to known spaces, asserting that learning in new environments offers students opportunities such as working with new partners, exercising greater agency and control over their learning and applying new knowledge and skills. These spaces facilitate dialogue and reflection, identified by Schnepfleitner and Ferreira [8] as crucial elements in enabling transformative learning. King [13] (p. 169) suggests that innovative uses of virtual spaces can foster collaborative learning. Emotional and reflective spaces relate to how individuals and groups approach, respond to and reflect upon their activities. The interplay between space and emotions is further emphasised by Leijon et al. [14] (p. 15), who describe space as emerging from the entanglement of people, social dynamics and material resources.

3.4. Transformation, Travel and Novel Spaces

Morgan [15] (p. 263) introduces the concept of ‘transformation through travel’, advocating for a sophisticated balance of environments that evoke a ‘spirit of place’ or that have the potential to elicit a strong sense of place. This research suggests that purposeful travel can influence the transformative experience, with novel spaces providing an opportunity for encountering ‘otherness’. Morgan also identifies ‘otherness’ as a key aspect of transformation, asserting that spaces that contrast with prior experiences serve as powerful vehicles for change (p. 252); Morgan [15] (p. 248) describes crossing thresholds both metaphorically and physically, transitioning from ‘ignorance to wisdom’ and from ‘ego-centric to reality centerdness’. Whewell et al. [5] argue that merely being in a foreign context is insufficient for building intercultural competence; embedded opportunities for interaction, reflection and planning for future action are also essential. In the context of the DLAB project, this aligns with the four key components of graduate identity—values, intellect, engagement and performance [16]—which recognise traditional graduate skills while embracing cultural competence and global awareness as significant contemporary graduate attributes.

3.5. Reflective Novel Spaces

Spaces allowing personal and collective reflection, diverse perspectives and a sense of community are seen as more effective in eliciting transformative learning. Swist and Kuswara [17] (p. 110) also elaborate on the role of community in collaborative learning, emphasising how social spaces contribute to the interpretation of place and engagement. They suggest that co-habiting within a space shapes individual perceptions and fosters a ‘sense of place’ or belonging. Engaging in voluntary dialogical discourse [8] allows participants to reflect on entrenched assumptions and norms, acknowledging that these can be questioned and changed. Morgan [15] (p. 249) further suggests that the places encountered, coupled with the actions, intentions and experiences of the traveller, become crucial dimensions that either facilitate or hinder transformation. Such interactions have the potential to foster intercultural competence, develop a connection to the environment and culture, and build autonomy and agency for making change.

In summary, the literature highlights that disorientation, as facilitated by experiential learning and Mezirow’s [10] concept of the ‘disorientating dilemma’, plays a pivotal role in transformative learning. In embracing transformative learning theory, confidence building and broader life skills, alongside the cultivation of cultural competence, the literature emphasises the multifaceted nature of experiential learning. Beyond the mere accumulation of experiences, the transformative potential lies in the reflective processes associated with experiential encounters. In light of these ideas, it becomes evident that educators facilitating experiential learning need to assume a role beyond providing opportunities; they must immerse themselves as co-learners, embedding practice to facilitate deep learning. As suggested by Valiente-Riedl et al. [18], the orchestration of experiential learning is a multi-dimensional task involving a dynamic interplay of various elements. Novel spaces, of varying kinds, offer potential for disorientation and thus could function as catalysts for transformative growth.

4. Materials and Methods

This study draws upon critical ethnography, an interpretive methodology rooted in constructivist principles [19], chosen for its relevance in addressing issues of social justice. Known for embracing some of the risks inherent in qualitative research and accommodating the potential for multiple and conflicting responses, critical ethnography is characterised by its adaptability, reflexivity and responsiveness [20]. While it follows a planned approach, critical ethnography is ‘located in a politics of asking uncomfortable questions is immersed in social theory’ and is ‘a located, messy, political, and versatile methodological approach’ [19] (p. 2). Critical ethnography is outward-looking, engaging with issues significant to people, environments and communities while simultaneously scrutinising and challenging the understanding, practices and processes of knowledge production. It is an inductive and descriptive approach that allows for researcher immersion, eliminating the need for separation between researchers and participants. In the context of the DLAB project, this immersion facilitates an insider appreciation of participants’ experiences and their associated interpretations.

Given the focus on individual perspectives and the subjective nature of responses, methods that value uniqueness and individuality are considered suitable. Morse [20] emphasises that ethnography requires immersion over time and an understanding of evolving perspectives. Thus, small group semi-structured interviews combined with written reflections were chosen as methods to capture the depth and richness of participants’ experiences. Figure 4 below shows how the students were involved in the project’s final year and how they experienced a range of intercultural engagements within different types of novel spaces.

4.1. Methods

The study adopted purposive sampling to focus on the experiences of the specific group of undergraduate students involved in this phase of the DLAB project. Seven undergraduate students from England who were studying education participated in the final year of the DLAB project. They were part of a transnational team comprising 50 university students from England, Norway, Denmark, Belgium and Spain; 10 teaching staff from the 5 participating schools; and 10 lecturers from the partner universities in each country. The students engaged in transnational collaboration, co-creating the final stages of the project in schools, and preparing for a multiplier event in Bruges. This collaboration involved planning with their international peers in an online environment, school visits to work with twinned classrooms and subsequent reflections. The data collection culminated in the transnational event in Bruges where university students showcased work from twinned classrooms across pairs of countries and all project partners benefitted from professional development opportunities.

Of the seven students, one was male and six were female, with ages ranging from 20 to 24. Two participants had never travelled outside the United Kingdom, and none had prior experience in international project work or research. Data were collected during the transnational event through small-group, semi-structured interviews, which focused on the students’ school experiences over the year. The qualitative data aimed to capture the depth of participants’ experiences, fostering responsiveness within the interview setting.

4.2. Interview Process

Participants were given an outline of the interview process, including Gibbs’ Reflective Cycle [21] before the trip to Bruges. Clarity around the expectations of the interviews enables participants to develop cognitive preparedness [22] (p. 141), which in turn supports developed contributions within interviews. This framework served as a guide for reflection in preparation for the interview discussion, providing time and space for individual reflection. The use of Gibbs’ Reflective Cycle facilitated deeper responses across a range of related questions, allowing for flexibility, spontaneity and depth within the interviews.

The interview questions include the following.

• How did you feel about your involvement in the project right at the start?
• How did you feel about being involved during the international days?
• How did you contribute to the project personally?
• What skills have you personally developed through the project?
• What impact could this experience have on your future practice?
• How do you feel about your involvement now?
• Have any of your feelings changed?

4.3. Written Reflections

During the visit to Bruges, participants wrote short pieces for publication on the project website, reflecting on their activities and experiences within this novel space (

Table 1. Data collection points.

	Students’ Project Activity	Data Collected
Autumn	Joined the DLAB team. Worked in novel, online, internationally collaborative spaces. Visited new school and worked alongside pupils, school staff and university staff.	No data collected
Spring	Students revisited the school and the internationally collaborative online spaces.	No data collected
Summer	Students travelled to a novel city (Bruges) to work collaboratively with DLAB team. Students accessed variety of novel physical and online spaces in new country.	Small-group, semi-structured interviews on first day in Bruges. These focused on the students’ experiences in schools. Reflections written by students later in trip. These focused on the students’ experiences in Bruges.

). These reflections, chosen by the participants with a broad theme of intercultural experience, provided an opportunity for contemplative responses within the novel space in Bruges alongside students from Norway, Denmark, Spain and Belgium. Written reflections facilitated more contemplative responses without the pressure of immediacy. This method aligned with critical ethnography’s facets of flexibility and responsiveness.

4.4. Ethical Considerations

Ethical approval was obtained from the authors’ university and aligned to the standards and expectations outlined in BERA [23], ensuring adherence to ethical standards throughout the study.

4.5. Data Analysis

The data from written reflections and small-group semi-structured interviews underwent an inductive coding process using Braun and Clarke’s [24] thematic data analysis approach that adopted an iterative process of data familiarisation, generating and grouping codes and categories, and identifying and reviewing overarching themes (see

Table 2. Themes, codes and frequencies.

Themes	Codes and Categories	Frequency
Enjoyment	Enjoyment–(general: 5) -being actively involved (3) -rewarding (1) -working with children (4)	13
Challenges	Challenges– -challenges with technology (5) -initial confusion or uncertainty (5)	10
Developing skills	Developing skills– -developing communication and relationships (8) -developing confidence (15) -developing digital skills (7) -developing skills working with children (7) -developing skills of leadership (2)	39
Widening perspectives	Changemaking (2) Impact on own future– -impact on future (person) (5) -impact on future (work) (9) Widening perspectives (general: 6) -cultural competence (10) -part of a bigger picture (7)	39

). Three researchers independently reviewed and adjusted the data and codes in NVivo, resulting in a comprehensive set of iteratively coded data. Quotes are drawn from the interview process and participant reflections. The quotes are coded to show which participant was speaking and where the data came from. (e.g., Participant 1i = Participant 1’s interview; Participant 2w= Participant 2’s written reflection).

5. Results

The coded data revealed four overarching themes: enjoyment, challenges, developing skills and widening perspectives.

5.1. Theme 1: Enjoyment

Sub-themes under ‘Enjoyment’ included being actively involved, finding involvement in the project rewarding and working with children. Being actively involved in the project as ‘leaders of learning’ was a recurring theme in participants’ responses. The importance of proactive engagement in planning, leading and reflecting on sessions, rather than being passive observers, emerged as a key factor influencing enjoyment levels:

‘I enjoyed it personally, because we got to be involved and do the things as well [alongside the children’], that it was new to me […] that’s everything you really want really, so I mean, from me it was really good.’ (Participant 6i).

Participants frequently expressed positive feelings of reward linked to their involvement in the project:

‘It’s so lovely to see all the other students from, like, the other groups as well and see what they’ve been doing. And also, because with Norway, we were doing zoom calls with them....so to actually meet in person and actually have a conversation with them [face to face] was so nice.’ (Participant 7i).

Working with children, both in England and in the countries involved in the DLAB project, was a source of enjoyment for the participants:

‘I’ve really enjoyed working with the children, […] with other countries. And it’s something that we’ve never experienced before.’ (Participant 5i).

‘I really enjoyed how we got to, like, call the other class from Norway and speak to them, and the children got to speak to each other [too]. I thought that was a good idea.’ (Participant 4i).

5.2. Theme 2: Challenges

Participants’ reflections on the challenges encountered during the project broadly fell into the following categories: challenges with technology, disorientation with new ways of working, people and places and language barriers.

Issues with technology were often discussed in correlation with school-based workshops led by the participants. Coping with technology challenges allowed participants to observe how experienced teachers navigate issues quickly by using alternative resources and thinking on their feet:

‘Some parts were slightly stressful...especially the laptops–not having [enough] laptops, the laptop batteries dying.’ (Participant 3i).

‘But then sort of when the technology wasn’t working, you could see that they [the children] started to lose interest and get distracted or didn’t want to do... so like if it didn’t work we had to do it on paper.’ (Participant 5i).

Another challenging area was initial disorientation and confusion about expectations. Although there was a good understanding of the project’s main aims and ethos, the finer details of participants’ involvement took time to embed:

‘I think we were a bit confused at first, but as it went on, I think we got better. I think I was nervous...but then once we, like, got involved and did the first international day, yeah it was really good.’ (Participant 3i).

Participants indicated that the language barrier between project teams introduced another level of complexity:

‘It was a bit frustrating that there was a lack of communication between us and the students as we really wanted to be more engaged.’ (Participant 1 and 2w).

Realising that others felt the same was crucial for participants’ growth and understanding, not only of the project but also of themselves. Additionally, after the initial international days, participants spoke of increased confidence, a better understanding of the project, and a greater sense of belonging.

5.3. Theme 3: Developing Skills

Participants reflected on the skills developed over the year, including communication and relationship skills, confidence, digital skills, working with children and leadership.

The project interactions required participants to work with individuals from various countries and experience levels, including children, teachers, other students and university lecturers. Participants recognised the diversity in this challenge and its potential to equip them with communication and relationship skills for the workplace and beyond:

‘Like any workplace or anything you go to, you’re gonna have to work with different people.’ (Participant 7i).

They reflected on how they approached the international trip, considering their initial expectations and assumptions:

‘We were expecting all students to speak English, on arrival this was the expectation from all countries. However, as students attending an international event, we [now realise that we] should have been more open-minded and ready to learn new languages and communication skills.’ (Participant 4w).

Participants reflected on the ways in which they built their communication skills working with all stakeholders, suggesting that the experience offered

‘The opportunity to expand [my] skills in multiple ways...learning to speak in front of new people, working with students in a different culture and workspace, and participating ethically in personal intercultural settings.’ (Participant 4w).

One specific challenge was working with children who were not native English speakers. Participants recognised the complexity of this:

‘...as we did not understand the children’s native language we needed to communicate with them in English, but making sure we were clear so the children could understand us.’ (Participants 4 and 5w).

Participants demonstrated an awareness of communication skills beyond verbal communication:

‘We ensured that we explained things in simple, easy terms and spoke clearly. We also made sure our body language was approachable by smiling at the children and not having our arms folded to look as approachable as possible as body language crosses language barriers.’ (Participants 4 and 5w).

Participants reflected on their future skills:

‘I think it’s really good because I do want to work with children when I’m older, so [it was good practice]. like just being thrown in the deep end kind of thing.’ (Participant 5i).

They also recognised the potential benefits for their future practice and enriching their university experience:

‘Just gaining more experience as much as you can in a different way. Because there’s probably never going to be another chance to do something like this.’ (Participant 5i).

In addition, participants reflected on their growth in confidence:

‘Often when in new situations and meeting new people, I lose confidence and will often let other people speak for me. So, this event was an opportunity for me to expand my cultural competence and interact more confidently with a range of different people.’ (Participant 3i).

Similarly, they reported the development of leadership skills as well as recognising their role within the wider project group:

‘Leadership, maybe as well, kind of taking on roles being able to be like ‘oh, I’ll help them with this [...]’ So, you have to be organised, you need to know what you’re doing. Like prioritise things and be able to actually build a rapport with people.’ (Participant 7i).

Digital skills were identified as an area where participants learnt new skills, using and applying unfamiliar software:

‘There’s a lot more technology out there than I knew, like today, I did the Scavengar app. I wouldn’t have even known like, that was a thing. And I really liked Book Creator. But I didn’t know that was a thing before.’ (Participant 3i).

5.4. Theme 4: Widening Perspectives

Sub-themes in this section include widening perspectives, the impact on future work and life, and developing cultural competences.

Participants acknowledged the uniqueness of their experiences:

‘There’s probably never going to be another chance to do something like this.’ (Participant 5i).

‘This DLAB trip to Bruges gave me the opportunity to expand my skills in multiple ways learning to speak in front of new people, working with students in a different culture and workspace, and participating ethically in personal intercultural settings.’ (Participant 3i).

They reported the impact of the new experiences on broadening their own views and observed a similar impact on the children they were working with:

‘It was something that all of the children had never done before and it was something really exciting and new for them. And for us as well.’ (Participant 5i).

Participating in the project gave them a different perspective:

‘From doing a project like this, you kind of look at it in different ways now, when you think of different solutions, and how... kind of gives you a bigger picture of the world [It was] really eye opening.’ (Participant 5i).

They considered how they might take their new skills and confidence forward into their future life:

‘Developing confidence and more confidence and like more adaptability, they’re key things for later in life. It’s like a lot we can take away that will help us whether that’s in education or personal life or anything.’ (Participant 5i).

From a personal perspective, they thought about how their enhanced awareness of sustainability issues might impact their behaviour:

‘And if we just change certain things, it would make the world a better place.’ (Participant 2i)

A particular area of relevance was their future employment:

‘Using everything that we’ve put together for the international days... is literally how I would go about probably my future work.’ (Participant 7i).

They acknowledged the importance of reflection and evaluation:

‘How you would go about most tasks in like a workplace is that you’d have to plan it, then you’d come back and then you’d look at everything that you’ve done, is it to the quality that you want it to be?’ (Participant 7i).

The project also gave participants direct experience of working with children with English as an Additional Language (EAL):

‘This experience was really eye-opening...we needed to communicate with them in English, but making sure we were clear so the children could understand us.’ (Participants 4w and 5w).

Participants also referred to general workplace skills such as learning to build positive relationships with different people, being organised and adaptable, being able to prioritise actions and developing a positive attitude towards the workplace:

‘Be able to actually build a rapport with people so that you are like happy in your workplace as well....being able to be interested in what you’re doing and feeling like confident that you know, what you’re doing will then help you achieve more.’ (Participant 7i).

‘Developing confidence and more confidence and like more adaptability, they’re key things for later in life. So just sort of life skills.’ (Participant 5i).

Cultural competence developed as a strong theme throughout the reflections during the trip to Bruges. The sub-themes included being actively involved, being rewarding, and working with children. Participants discussed the impact of being in a new place, particularly the immersion and experience of a new culture:

‘The international trip has allowed me to learn more about both myself and being able to meet new people and learn about their cultures.’ (Participant 1w).

Of particular note were the experiences shared during the social aspects of the trip, where participants navigated a new environment without the support and guidance of organisers. Reflecting on their free time, one participant mentioned,

‘During our free time we were able to go out and explore by ourselves. This allowed me to view the city as well as the culture both during the day and the night.’ (Participant 1w).

Participants recounted impactful events that influenced their perceptions and understanding:

‘We saw an array of cultural locations and buildings of importance. [...] The boat had a tour guide, who explained the cultural aspects of the place, spoke in two languages to make the trip as culturally diverse as possible.’ (Participant 4w).

Discussion about the overall impact of the trip revealed a shift in participants’ perspectives and attitudes. One participant noted:

‘This experience has allowed me to see how differently I now view experiencing new cultures when [I] first visit a new country as well as meeting new people.’ (Participant 1w).

Participants highlighted how the experience changed their approach to encountering new cultures and meeting new people:

‘Very enlightening and has allowed me to develop my cultural competence.’

‘It’s so lovely to see all the other students from, like, the other groups as well and see what they’ve been doing.’ (Participant 1w).

In summary, the qualitative data analysis identifies positive outcomes derived from participants’ involvement in the DLAB project. While certain aspects such as working with schoolchildren and interacting with international peers initially posed challenges, they contributed significantly to participants’ growing confidence and personal development. The transition from working nationally to internationally had a positive impact, as meeting their international counterparts in person provided a broader perspective on various aspects of the project. Key takeaways included enhanced digital and communication skills, increased intercultural understanding, potential workplace benefits, and a newfound belief in students’ capacity as changemakers capable of effecting positive change. Participants unanimously recognised their involvement in the DLAB project as a unique and innovative experience, frequently describing it as ‘eye-opening’. One participant summed up their experience by stating:

‘This DLAB trip to Bruges gave me the opportunity to expand my skills in multiple ways… learning to speak in front of new people, working with students in a different culture and workspace, and participating ethically in personal intercultural settings.’ (Participant 4w).

6. Discussion

The findings of this study align with existing literature on transformative learning experiences, particularly the works of Mezirow [10], Pitchford et al. [12] and Leijon et al. [14], which highlights phases of transformation and the significance of disorientation as a precursor to personal growth in novel spaces. Our key finding from this research is that the novel spaces experienced by our participants prompted disorientation, and this acted as a catalyst for participants to question their past assumptions and to begin their self-reflection process. This fostered their personal development and initiated the process of transformative learning [10]. Disorientation is evidenced frequently in the participant responses concerning initial confusion; where participants identified initial feelings of discomfort and worked through these, it led to personal growth and greater understanding of self within the novel space they were in. What was highlighted in our experience and research was that multiple disorientations arose from encounters with a range of novel spaces; virtual, physical, emotional and digital spaces all played a role in facilitating greater knowledge construction and improved empathy. The engagement in these novel spaces comprised online planning, remote meetings, teaching in a secondary school, written reflections and an international visit to Bruges, all of which contributed to a multidimensional and transformational experience [3]. This multidimensional impact of novel spaces has the potential to help prepare students for the complex demands of global citizenship as they develop new ways of interacting with and perceiving the world.

Participants identified that the experiences enabled the development of a range of skills, including organisational skills, prioritisation and the ability to build rapport with people, which are seen as essential life skills. Participants saw these as valuable assets for their futures, emphasising adaptability and confidence as key takeaways. Drawing from the key themes, Figure 5 illustrates the pivotal role of novel spaces in this transformative journey. Sharing these spaces with fellow team members empowered participants to think differently and develop skills crucial for navigating diverse environments. The forward-facing aspect of transformation, as depicted in Figure 5, illustrates participants’ readiness to apply newly acquired skills and experiences to their future practices, identified in the codes of ‘developing skills’ and ‘widening perspectives’, echoing the findings from Hinchliffe and Jolley [16]. Figure 5 also emphasises the interplay of personal and collective activity, illustrating the role played by dialogue with others [8] stimulating a personal commitment to change. Participants also reported the enjoyment they felt from various aspects of their involvement. Some connected this with the novelty of their experiences, and others with the cross-cultural and collaborative elements of the DLAB project, aligning with Swist and Kuswara’s [17] (p. 110) thoughts on community belonging contributing to engagement.

The findings also resonate with Morgan’s [15] suggestion that ‘transformation through travel’ requires a ‘sophisticated balance of environments’ all which have the potential to elicit a strong sense of place and connection. DLAB participants engaged with ‘encountering others’ through intercultural dialogues; this is evident in all four themes. A major component of their ‘transformation through travel’ was the shift in self-understanding, as evidenced in the ‘widening perspectives’ theme. This is crucial for transformative learning and has potential for long-term impact, as identified by the participants’ focus on their futures.

Participants reflected on the enlightening nature of their entire journey with DLAB, linking this to the widening of their perspectives and development of cultural competence, connecting with Washburn’s assertion of ‘perspective transformation’ and a more open concept of self and others [11] (p. 318). Participants identified that digital technologies transcended physical boundaries and facilitated intercultural collaboration, aligning with King [13] (p. 169); however, participants also expressed that the technologies themselves were sometimes a source of initial disorientation, through the challenges they present. The opportunity to interact in person at the culmination of the project added another valuable dimension—the importance of building relationships. These activities can be viewed as novel multidimensional experiences that involved a combination of digital and physical spaces, cultural influences, and modalities where ‘individual transformation amounts to, and is influenced by, the collective experience’ [3] (p. 133). Over time, this iterative spiral of engagement between pupils, students, teachers and academics across the five countries created a climate of rich, cultural complexity.

It would be valuable for future research to explore the later steps of the transformative learning process in order to identify how initial disorientations lead to a personal commitment to change by exploring how participants have embedded new actions and new approaches that are learnt from the DLAB project (Stage 3 of Figure 3) [10].

7. Conclusions

This paper has explored how education students reflect on their experiences of novel spaces and considered how novel spaces might support transformative learning. Although the sample size is small, the results are in line with critical ethnographic approaches which embrace immersion and depth rather than seek to make generalisations.

The literature highlights that disorientation, as facilitated by experiential learning and Mezirow’s [10] concept of the ‘disorientating dilemma’, plays a pivotal role in transformative learning. Our experiences argue for a broader definition of what constitute novel spaces to include physical, social, emotional, digital and reflective spaces and suggest that these can lead to a series of cumulative disorientations and resolutions. Supported by an interplay of personal and collective activity, these cycles act as a catalyst for learners to critically reflect on their assumptions, challenge their norms and embrace new perspectives. The journey towards transformation, as observed in the DLAB project, unfolds through spirals of reflection, exploration and integration, ultimately shaping individuals who are better equipped to navigate the complexities of a rapidly changing world.

This paper highlights the transformative potential of cumulative multidimensional participant experiences, shaped by novel spaces that enable them to engage with different cultures, activities and environments. Such experiences can lead to transformative learning outcomes that propel participants towards becoming intercultural changemakers, equipped with a diverse set of skills relevant to their envisioned futures.

When planning transnational learning and travel experiences for higher education students, we suggest that it is important to consider a range of novel spaces and the disorientations they may engender, alongside their potential for developing multidimensional cultural competences.

• In shaping work-ready graduates, we recommend:

• Recognising the interconnectedness of physical and digital spaces and how technology can facilitate agile movement between them.
• Cultivating an environment for synchronous and asynchronous intercultural exchanges.
• Building a spiral of personal development through a series of culturally rich connected experiences that ultimately lead to transformative learning.
• Nurturing the development of changemaker attributes that combine empathy for others with the motivation to solve problems through creative action [1].

In conclusion, the DLAB project provides insights into the transformative potential of international projects, advocating for thoughtful planning that acknowledges the processes through which novel spaces can foster holistic learning outcomes. It illustrates how transformative pedagogy can impact cognitive, social and epistemic thinking. Cognitively, it challenges learners to assess their preconceived beliefs and engage with complex problems. Socially, it engenders empathy by bringing together participants from diverse backgrounds and building intercultural competence. Epistemically, it encourages learners to recognise diverse viewpoints and actively participate in creating knowledge. This is key to promoting inclusive learning environments that integrate multiple voices and ways of knowing.

For the purpose of open access, the authors have applied a Creative Commons Attribution (CC-BY) licence to any author-accepted manuscript version arising from this submission.