Beyond international tourism

This paper explores the design, execution, and pedagogical impact of a short-term study abroad program in Jordan, focusing on the intersections of history, urbanity, and performance. Through site visits to Petra, Jerash, and Amman, students critically engaged with how antiquity informs contemporary urban development and cultural narratives. Using a mixed-methods approach—including participant observation, semi-structured interviews, and student surveys—we analyze the program’s evolution between its 2022 and 2024 iterations. We highlight three key pedagogical themes: creating a cohesive research-driven curriculum, moving beyond a “customer service” model of study abroad, and balancing classroom and fieldwork experiences. By centering local expertise, fostering intercultural engagement, and incorporating Arabic language study, the program challenges traditional study abroad paradigms. This paper contributes to broader discussions on short-term study abroad as a site of critical inquiry, demonstrating how carefully curated programs can cultivate meaningful, transformative learning experiences beyond tourism

Arabic · Cultural competence · Ethnography · Intercultural communication · Intercultural learning · International education · Qualitative research · Study abroad · Transformative learning · Diverse Aspects of Tourism Research · Hospitality and Tourism Education · International Student and Expatriate Challenges