Where the Rocks Grow: A Photovoice Exploration of Student Study Abroad Experiences Through Deep Ecology

Abstract

Authors explored how nature shapes learning experiences and personal development among university students participating in a 3-week study abroad program in Norway. Using photovoice methodology, this qualitative study engaged nine students, ranging from 21 to 28 years of age, with backgrounds in education and psychology in participatory action research through the use of photographs and reflections before, during, and after their immersive experiences focused on outdoor education, therapy, and place-based concepts. A thematic analysis yielded four broad themes: a deepening relationship with nature, nature as a path to self-discovery, reclaiming connection in a disconnected world, and nature as a teacher and healer. Findings illustrated the beginning of a transformational process from students as passive observers to embodied engagement with the natural environment; their language evolved from descriptive commentary to personal storytelling, reflecting deeper ecological consciousness that aligns with principles of deep ecology. Photovoice methodology appeared to facilitate critical self-reflection, metaphorical thinking, and collaborative learning while supporting interpersonal and intrapersonal growth. As research and programming continue to seek how structured nature-immersive experiences can foster ecological consciousness, we suggest practical applications for integrating experiential outdoor education into study abroad curricula to encourage environmental stewardship and personal transformation.