From West to East: American Educators’ Transformative Learning Experiences in South Korea

Abstract

This study explores how a short-term study abroad program in South Korea influenced American educators’ perceptions of the country’s education system, people, and society. Guided by Mezirow’s transformative learning theory, data were collected from 64 teachers and school administrators who participated in a 10-day program, using application statements, field notes, reflections, and interviews. Findings revealed that participants initially held limited or negative perceptions of South Korea, but interactions with local educators, families, and cultural contexts prompted critical reflection, leading to more nuanced and empathetic interpretations. Participants also developed a deeper appreciation of Korean cultural values and increased sensitivity toward immigrant students. Although some educators demonstrated perspective transformation consistent with Mezirow’s framework, others showed primarily informational learning, gaining new knowledge without reexamining their assumptions. This variation indicates that immersion alone is insufficient for transformative learning and underscores the need for guided reflection and intentional cultural engagement to promote deeper learning.