Reaching Criticality in an Outbound Mobility Program

Background Short-term outbound mobility experiences can create transformative moments that challenge students’ perspectives and foster critical reasoning, self-reflection, and action (Barnett’s domains of criticality). Our program, Sustainable Development through Science in the Philippines, engaged a multidisciplinary cohort of undergraduate STEM students from two Australian universities in an immersive global experience. This paper examines qualitative data from learning journals, in-country interviews, and post-program focus groups to explore how a two-week trip influenced students’ development of criticality. Results Students engaged deeply with unfamiliar environments, navigating complex socio-cultural, ethical, and ecological sustainability challenges that prompted them to reevaluate themselves and the world around them. Program design, including structured reflection, collaborative research projects, short immersion experiences, and interactions with local stakeholders, was central to these outcomes. Experiences that disrupted assumptions and encouraged dialogue proved transformative; when linked to action, they supported growth toward becoming critical beings. Conclusion Short-term outbound mobility programs can intentionally embed intensive learning moments that advance students’ criticality. These forms of criticality, by challenging understanding, practices, and perspectives, are essential for STEM graduates to thrive in an increasingly complex and contested future. Embedding such experiences within STEM curricula offers educators a pathway to cultivate adaptable graduates equipped with diverse capabilities and perspectives.