Beyond the Resume: Education Abroad for Career-readiness and Life

Preparing for a 21st-century career isn’t a linear process

Is International Education Worth It?

Every education abroad student that I’ve advised over the years has asked some version of the same question: Will this experience be worth it? It is a fair question. A program abroad potentially can cost a lot of money, distract from graduation requirements, or pose a trade-off against internships, campus jobs, or other life commitments. Students and families (and more indirectly faculty, staff, and university administrators) want evidence—not anecdotes—that their investment will pay off in an increasingly competitive job market.

That research evidence exists. It consistently shows that students who study abroad enter the workforce faster, earn more, and develop the precise skills that twenty-first century employers demand. The more interesting—and honest—story, however, is how students best develop those skills. The career advantages of education abroad are real, but they are a byproduct of more profound growth: the formation of graduates who are resilient, self-aware, and genuinely capable of navigating the unfamiliar. In a world defined by technological disruption and cultural complexity, these traits are among the most durable professional assets that students, employees, and citizens may possess.

IES Abroad recent graduate survey results

Career Outcomes Are Real and Measurable

IES Abroad's longitudinal career outcomes study —one of the most cited in the field—  found that 97% of more than 1,200 surveyed IES Abroad alumni between 2009 and 2011 had secured full-time employment within a year of graduation. During that same period only 49% of the general graduate population could say the same, according to a parallel Rutgers University study. IES Abroad alumni also earned, on average, $7,000 more in starting salaries than their non-study-abroad peers—a gap that held and grew in follow-up studies conducted through 2015.

The demand side of the equation is equally clear. A 2020 QS Global Employer Survey of 13,000 hiring managers and CEOs found that 25% of responding employers cited international experience as a recruitment priority, and 72% agreed that a second language increases candidate's appeal. Employers are not simply being polite when they say they value global experience; for a significant portion of them, it is a genuine differentiator at the point of hire.

The Institute of International Education's landmark report Gaining an Employment Edge: The Impact of Study Abroad on 21st Century Skills & Career Prospects (Farrugia & Sanger, 2017) provides perhaps the most rigorous national evidence to date. Drawing on a survey of more than 4,500 alumni of U.S. colleges and universities who studied abroad between 1999 and 2017, the report found that study abroad has a beneficial impact on 11 out of 15 "21st century workplace skills." The top five gains—intercultural skills, curiosity, flexibility and adaptability, confidence, and self-awareness—were reported by more than 70% of respondents. More than 50% also noted significant improvements in interpersonal and problem-solving skills.

These advantages are not limited to semester-long or year-long programs. A 2023 study highlighted by NAFSA found that 89% of short-term study abroad participants reported that their program actively supported the development of 21st-century job skills relevant to their professional and academic journeys.

Of course, many of these studies rely on alumni self-reporting and draw from populations that may already be motivated and resourceful. That said, the consistency of findings across institutions, program types, and decades of research is difficult to dismiss.

What the Data Actually Measure—and What They Miss

The skills that show up most consistently in these studies—intercultural competence, adaptability, curiosity, self-awareness, resilience—are not job-specific competencies. They cannot be taught in a single course or acquired through a credential. They are human capacities: the kind developed when a person is genuinely disoriented, must rely on unfamiliar resources, and experiences a greater sense of autonomy.

The World Economic Forum's Future of Jobs Report identifies analytical thinking, creative thinking, and self-efficacy—defined as resilience, flexibility, and agility—as the three most critical employee skills. None of these are technical skills. They are qualities of character. They describe not what a person knows, but how a person acts when the world does not cooperate with their expectations.

Framing these as "career skills" is accurate but incomplete. Adaptability is not only valuable in a job interview. Intercultural empathy is not only useful in a global business meeting. Self-awareness is not only an asset on a performance review. These capacities are the substance of a full human life—the tools by which people form meaningful relationships, participate in democratic society, and weather the losses and reinventions that every life will eventually demand. What these career data are really tracking is the formation of people who have learned, in a deep and embodied way, that the world is larger than they thought—and that they are more capable than they knew.

Career skills are life skills

Integrative Learning and Self-Authorship

Qualitative research reaches the same conclusion from a different angle. Frontiers: The Interdisciplinary Journal of Study Abroad, one of the field's leading peer-reviewed publications, has documented these developmental outcomes across decades of scholarship. Work by Stebleton and colleagues (2016) frames education abroad as a "high-impact practice"—in the same category as undergraduate research, service learning, and capstone experiences—precisely because it fosters integrative learning: the kind that connects intellectual content to personal identity and civic life.

The Forum on Education Abroad situates this dynamic within a broader framework of self-authorship—the developmental process by which students move from simply absorbing the expectations of others to constructing their own values, relationships, and sense of purpose. Education abroad, when well-designed, is one of the most reliable catalysts of that process in the undergraduate experience.

Self-authorship matters enormously for workforce readiness but, of course, on a longer timeline than achieving one’s first job. The graduate who has undergone genuine disorientation abroad, who has had to ask for help in an unfamiliar language, who has revised their assumptions about what is normal and natural and correct, is not simply employable. They are adaptable. In a labor market experiencing unprecedented convulsions from artificial intelligence, automation, and geopolitical volatility, adaptability is the quality that will determine not just the first job, but all positions in perpetuity.

The Access Problem

Any honest treatment of education abroad must reckon with who gets to participate. Despite decades of documented benefits, NAFSA reports that only about 1% of all U.S. college students currently study abroad, with minority students remaining gravely underrepresented. If education abroad builds both career advantage and those personal capacities that constitute a flourishing human life, then its concentration among already-advantaged students is a foundational equity problem.

Institutions and policymakers that genuinely believe in education abroad's value have a responsibility to treat access as a structural priority. Scholarship programs, affordable short-term options, and proactive advising for first-generation and underrepresented students help ensure that education abroad's promises become available to everyone.

What Well-Designed Programs Do Differently

For faculty and staff designing programs, the research offers a clear practical message: intentional structure matters more than duration.

As one practitioner quoted in NAFSA's IE Magazine put it: "Employers value the international experience, but they don't necessarily know how to value it." That gap—between what students gain and what they can articulate—is where program design makes its biggest difference. Pre-departure orientation, structured in-country reflection, and post-experience advising that explicitly connects outcomes to transferable skills are what turn an adventure into an education—and an education into a career advantage.

IIE's research confirms that the career impact of study abroad varies significantly according to program characteristics, study destinations, and students' stated goals. A program built around intentional intercultural learning outcomes will reliably outperform one built around logistics alone.

Intentional design is itself a foundational life skill—whether for a career or trip

Conclusion

Students, parents, and advisors are right to ask for evidence. Students who study abroad enter the workforce faster, earn more, and develop the skills that employers across sectors say they most urgently need.

The deeper case for education abroad, though, does not rest solely on salary data. It rests on what it means to educate a person for a century in which the only certainty is change—in technology, in culture, in the global distribution of economic and political power. The student who has learned to be productively lost, who has had to rebuild their social world from scratch, who has discovered that their assumptions about how things work were revisable—that student is not just ready for a job. They are ready for a life.

The goal of education abroad was never only to produce a stronger resume. It was to produce a more capable human being. In this century, those two things are closer together than they have ever been.

Base Camps, Not Bubbles: Study Centers for Short-Term Programs

a good study center is a base camp for achieving the summit of a successful international experience

The “Immersion” Myth

It may seem as a given that, if you want students to experience another culture, you must “immerse” them in it. For many faculty, administrators, and parents, that meant foreign universities—ones with local students and local professors and local bureaucracies—not American-managed facilities overseas. Conversely, non-university study centers often seemed a compromise at best, a liability at worst. They kept students close and comfortable but just far enough from the place they'd come to study.

In one important and specific context, at least, this myth breaks down: the short-term program. Over the past decade, short-term programs of eight weeks or fewer have grown into the predominant form of education abroad. The IIE Open Doors Report confirms the trend: of the 298,180 U.S. students who studied abroad for academic credit in 2023–24, the majority did so on short-term programs, and that number represents a 6% year-over-year increase. NAFSA calls it one of the defining shifts in the field. For this population—students spending one to four weeks abroad, often for the first time—the question isn't whether a study center compromises the experience. It's whether, without one, there's a real experience at all.

The Bubble Problem Is Real—and Avoidable

Let's honor the skeptic's concern because it's a fair one. Study centers have, in their worst iterations, produced exactly what critics fear: programs where students sleep in American-managed housing, take instruction from American faculty, eat familiar food organized by American staff, and return home having skirted the actual country. The Forum on Education Abroad's Standards of Good Practice exist partly because this pattern is a pervasive one. The Forum's guidelines require programs to provide genuine opportunities for students to interact with host-country communities—not simply to locate students within a host country's borders.

This “bubble” problem, though, is ultimately one of design, not intention. A student at a foreign university on a two-week program can be just as isolated as one at a poorly designed study center. Without structured connections—to local scholars, community organizations, the everyday rhythms of a city—geographic proximity to a "real" institution may provide only the illusion of immersion. What matters is not where a student is but what they do once they’re there.

Why Short-Term Programs Need a Different Architecture

A semester student has time on their side. They can get lost and recover, fail at the language and try again, and, finally, stumble into a community by the third month that transforms the whole experience. The student on a 3-week program, of course, does not have that privilege.

This critique is often the main challenge lodged against study centers, but it is easily addressed through intentional design. NAFSA's professional resources on developing short-term programs emphasize that the logistical and pedagogical demands of short programs are categorically different from those of longer ones—and that faculty and staff must build the infrastructure required to support meaningful learning deliberately from the ground up. Without it, the short program tends to fail in one of two ways: over-managed tourism (a bus, a guide, a photograph, no conversation); or unstructured drift (students navigating a complex urban environment with inadequate support, spending their limited time managing logistics instead of learning).

A dedicated study center—when designed as a base camp, not a buffer—avoids both failures. It consolidates logistics, provides a stable physical home from which students venture outward, and creates the institutional slack that allows a short program to go deep rather than wide. Think of it the way climbers think of base camp on a mountain expedition: not where the summit is, but where reaching the summit becomes a possibility.

Immersion is a complicated concept—but one that is achievable through intentional program design

5 Design Principles for Intentional Study Center Design

The Forum on Education Abroad identifies education abroad as a high-impact practice—but only when intentionally designed. "The mere act of studying in another location," the Forum observes, "does not automatically create a high-impact educational experience." For a short-term center to serve students rather than merely house them, five design principles should govern every decision.

1. Immersion by geography

Where the center sits matters as much as what happens inside it. A center located in a working neighborhood—not an international hotel district—means students step outside into daily life every morning. Language policies, local transit, and proximity to markets, places of worship, schools, and public spaces are not amenities; they are the curriculum.

2. Economic reciprocity with the host community

This principle is the one most often ignored in practice. Study centers can have complicated economic footprints: they can enrich a local economy or extract from it, depending on how they're built and staffed. Best practice, as outlined in the Forum's Standards, requires that collaboration be "mutually beneficial" and that programs actively respect the cultures of the communities in which they operate. Concretely, this means hiring locally—not only for domestic functions, but for program leadership, cultural expertise, and instruction. It means sourcing from community vendors. It means asking, and honestly answering: what does this community get from our presence here?

3. Local experts as co-educators

The curriculum architecture of a strong short-term center flows outward from the facility, not inward toward it. Research published in Frontiers: The Interdisciplinary Journal of Study Abroad consistently finds that community-based engagement and collaboration with local informants are among the most powerful predictors of meaningful intercultural learning. Local scholars, environmental scientists, public health professionals, artists, and community leaders aren't visiting speakers to be scheduled around the “real” program—they are the program. The center's role is to cultivate and sustain those relationships so that each new cohort of students inherits an expert network rather than a blank slate.

4. Create residential community

Housing students together—and doing so in proximity to on-site staff—creates the informal learning environment that frequently produces a program's most enduring outcomes. Evening conversations, shared meals, chance encounters at the common table: these require physical proximity and are nearly impossible to engineer in dispersed housing arrangements. Faculty residence alongside students can also signal something important about the program's values: accompaniment rather than administration.

5. 24/7 staff presence

For students, parents, and institutions alike, the case for dedicated on-site support on short-term programs is obvious. NAFSA's training resources on short-term program management identify crisis management and real-time student support as among the most complex challenges facing short-term programs—challenges that a dedicated, on-site staff is uniquely equipped to handle. A student who encounters a medical issue, a safety concern, or an emotional crisis on a Wednesday evening needs a person, in the building, who knows their name. This is not a luxury—it’s the basic infrastructure of responsible care.

The participants—the students, faculty, and staff—are the most important elements of any short-term program

Conclusion

Initial skepticism about study centers is not off-base—it is, in fact, the appropriate starting posture for anyone building one. The risks are real: the bubble, the extractive economic footprint, the American-managed enclave that teaches students more about their own comfort than the local community. Even if they are not desireable, these outcomes are possible and should be named.

The Forum on Education Abroad's Standards of Good Practice for Short-Term Programs, the body of research in Frontiers, and the practitioner wisdom collected in NAFSA's Guide to Successful Short-Term Programs Abroad all point toward the same conclusion: a well-designed, community-rooted study center is not a compromise for short-term programs. For the student with limited time to understand something true about another part of the world, it may be the only architecture that makes that understanding possible. The base camp doesn't climb the mountain for you. Without one, though, you may never leave the trailhead.

Faculty and Staff Development Workshop in Panama

Learn From Travel is excited to launch its second annual Faculty Development Workshop, January 3rd to 7th, 2027 in Panama! You can register for January 2027 here.

Whether you’ve never led a study abroad program or led more times than you can count, you’re welcome to join us. We will build a fun and thoughtful learning community while immersing in Panamanian culture.

spotting a sloth in the canopy, La Mariola

Itinerary Highlights

Our itinerary includes:

• an interactive discussions on risk management, physical and mental health, and other faculty leader responsibilities.

• exploration of difficult topics such as slavery and colonialism during a historical tour of the UNESCO-designated town of Portobelo, a place of resistance and maronage, complete with with stories and artifacts of pirates, gold, and the famed Black Jesus.

• visit to a secluded beach where we will engage in a hands on exercise on risk management

• tour of the UNESCO-designated colonial Panama City center with discussion on engaging itinerary development

• visit to the Panama Canal for observation of massive ship passages from up close

• welcome and farewell dinners

Community-based highlights include:

• a dance performance and question and answer session with local Congo drummers

• an immersive visit to an indigenous Emberá village.

learning about the recycling project at Adifort, La Fortuna

Recap of Previous Faculty Development Workshop

This Panama tour follows our inaugural Faculty Development Workshop from in January 2026 in Costa Rica, which hosted fourteen faculty and staff members from six different institutions.

We began our journey with a welcome dinner and enthusiastic discussion in the city of Liberia, Costa Rica. The next day we boarded a private bus to La Fortuna. Along the way, we stopped at the stunning Café Macadamia, setting the tone for a week that balanced reflection, community engagement, and experiential learning.

In La Fortuna, we visited Adifort, a local nonprofit dedicated to supporting youth and seniors through education, wellness initiatives, and community programming. Participants learned how Adifort operates a modern swimming pool for seniors, hosts private events to generate income, runs a large recycling operation, and funds its work through the privately-owned La Fortuna Waterfall preserve. This visit sparked rich discussion around community-based organizations and how they often step in where government services are unable to help. According to one participant, “The discussions on why certain activities and places were chosen was very helpful in understanding the study abroad design process.”

Enjoying a chocolate tasting at North Fields, La Fortuna

Our final full day returned us to Liberia for a guided visit to the National University of Liberia, led by a local biology instructor. Highlights included research on stingless bees, a community playground, and even a hiking trail featuring edible termites, before concluding with a warm farewell meal at a local restaurant.

Overall, participants described the workshop as intentionally designed, informative and fun. We’re excited to see how this experience inspires the development of impactful future study abroad programs at their home institutions. One faculty member concluded, “The entire trip was excellent. I underestimated how impactful it would be to be a participant. It’s been fun reflecting on the trip.”

Register today for your spot on our next program in Panama!

The Complete Guide to Packing for Faculty-Led Programs (FLPs)

Let’s be honest: packing can be frustrating. Figuring out which outfits you should bring, and how many pairs of shoes you’ll need, all while trying not to forget the essentials like your passport, feels like an impossible task. And knowing what to pack for faculty-led programs (FLPs) can be even trickier, especially if it’s your first time taking part in a short-term study abroad program. 

Our complete guide to packing for FLPs covers all the essentials and non-essentials, making sure you don’t forget a single item before taking to the skies. We’ll provide practical tips on how to make the most of the confined space in your suitcase and by the time your trip rolls around, you’ll know exactly what to pack to make your experience an unforgettable one!

Why packing for FLPs is different

One of the great things about faculty-led programs is that they offer structure. This is a huge part of what sets the packing experience apart from any other trip, because you have a planned out itinerary provided in advance of your travels. This means you can tailor your packing based on the activities set out in your program. 

If you’re learning about Skiing and National Identity in Norway, with a full day set aside for adventure on the slopes, then you’ll definitely want to pack your base layers and waterproofs. And if you’re taking part in Sustainable Agriculture in Nicaragua, you might want to bring a pair of walking boots for the various wildlife walks and coffee plantation hikes included in our itinerary.  

Unlike your average trip abroad, you should also consider academic requirements, such as bringing your journal or laptop to make daily notes on what you’ve been learning. 

Our top 5 tips for smart FLP packing 

Before we get into our packing guide, we wanted to provide you with some useful preparation tips that will take your packing from jumbled chaos to coordinated order. Here’s what we’d suggest: 

1. Check airline baggage allowances early so that you know what you’re working with. 

2. Use packing cubes to organize your belongings and make it easier to find what you need when it comes to unpacking. 

3. Buy vacuum bags to maximize the space in your suitcase and carry-on. 

4. Practice packing early to see what works and what doesn’t, then revise your list. 

5. Leave room if possible, just in case you decide to bring back souvenirs. 

There’s definitely more to packing than pulling your suitcase out of storage and hoping everything fits. By following our advice, packing for your FLP should go off without a hitch!

What to pack for your FLP  

Knowing exactly what to pack for your FLP will depend on the destination and the program itinerary, so it’s always a good idea to review those elements first. Research the weather forecast for your chosen dates and read through each site visit carefully to fully understand what’s expected and this should set you on the right path. 

To help get things started, we’ve put together a collection of items for your consideration. 

Essential travel documents  

Key travel documents like your passport and visa requirements can often get missed when it comes to packing. On the morning of your trip, you’re so focused on where your headphones are and what the traffic is going to be like on the way to the airport, that you end up leaving your passport at home. Trust us, it has happened before–and will happen again! 

Check that you have the following at hand before you set off:  

• A valid passport 

• Visa or entry permits

• Travel insurance 

• Boarding pass and flight details 

• FLP program and paperwork

You might not need every piece of documentation we’ve listed, since not every country requires a visa or an entry permit, however you should always check these requirements just in case. 

Learn from Travel will provide you with all the relevant trip details prior to travel, so read through this carefully as it could help inform the rest of your packing preparation.

Keep essential documents like your passport accessible

Trip-specific clothing

Clothing is a tricky one. That’s because it all depends on the type of study abroad program you’ve chosen. Of course, you have the basics like underwear and sleepwear, but you also need to consider the climate, the activities you’re taking part in, cultural dress codes, and comfort, especially when it comes to adding in the rest of your outfits.  

Try to include: 

• Supportive footwear suitable for walking and being on your feet.  

• An additional pair of shoes for casual downtime. 

• Warm layers if you’re heading somewhere cold or a location with cooler evenings, like New York in the winter.  

• Light, breathable layers if your FLP destination is hot and humid like the Bahamas. 

• Modest clothing options for business formal, cultural, or religious contexts. 

• Waterproofs and thermals for cold and wet climates.  

• Swimwear for pools and beaches. 

• Accessories such as sunglasses, hats, a belt, scarf and gloves.  

This isn’t an exhaustive list and some items may not be relevant at all, just remember to be as smart as possible with the clothing you pack. Choose outfits instead of single items and try to find things that mix and match so you can create multiple looks without having to overpack. 

Toiletries and personal care 

Airline restrictions can be a nightmare. That’s why you should always double-check what you’re allowed to include before adding anything to your suitcase. 

For an FLP, here’s what we’d suggest: 

• Deodorant 

• Toothbrush and toothpaste 

• Shampoo and conditioner 

• Soap and body wash 

• Sunscreen and after-sun 

• Insect repellent 

• Hand sanitiser and disposable wet wipes 

• Basic first-aid kit 

• Hairbrush, comb and other hair accessories 

• Sanitary products 

• Make-up kit 

• Stomach medications or antacids

• Any prescription medicines  

You don’t have to pack everything we’ve mentioned here, but try to choose the items that work best for your trip specifically. And use travel-sized versions of everything, placing them in a ziplock bag for easy storage. 

Electronics

You’re obviously going to bring your phone with you, especially if it has a copy of your boarding pass and you’re using it to take those all-important pictures! But there are a few other tech items you might not have thought about. 

You might want to bring: 

• Smartphone 

• Laptop or tablet 

• Camera 

• Headphones 

• Universal power adapters 

• Power bank 

• Chargers for all the above 

Going on an FLP with Learn From Travel is all about immersing yourself in the culture of the country you’re visiting, so you probably won’t be reaching for your phone as often. However, it’s still a good idea to bring all the tech needed to capture the experience, whether that means making notes on your laptop in the evening or taking pictures of the picturesque landscape with your camera.

 Remember to pack a camera to capture those awe-inspiring moments

Faculty-led program resources 

Finally, when packing for FLP, you want to make sure you have all the necessary items to help with your learning experience. 

This could include: 

• A journal or notebook to jot down your reflections 

• Pens, pencils and other stationery 

• Reusable water bottle for long day trips 

• Light reading material related to your course 

If you’re unsure on what resources you might need for your specific FLP, you can always ask your faculty leader for further advice.

Your next adventure begins with Learn From Travel 

All packed for your faculty-led program? Or do you still have some questions about what to include for your specific trip? We understand that every destination is completely different and with itineraries full of immersive experiences, cultural exchange, educational workshops and historical tours, it can be tricky to get your packing right the first time. 

When you organize an FLP through Learn From Travel, we make sure you have all the necessary information about your trip prior to take-off. We take care of all the planning so that you have a truly meaningful learning experience and provide you with a detailed itinerary, that way you know exactly what to pack for excursion and site visit.  

Need some advice on our faculty-led programs? Contact Learn from Travel directly and we’d be happy to help.

Preparing Students for Faculty-Led Programs Abroad (FLPs)

Clear communication and planning will help prepare students for an FLP

Faculty-led programs (FLPs) are all about learning abroad and cultural exchange, helping to enrich the knowledge of your students. But it’s the job of the faculty to facilitate this process.

When it comes to preparing students for FLPs, you need to make sure they have all the necessary information months prior to take off, including location details, flight times, a detailed itinerary of the trip and packing guidance. With this knowledge, your students will be able to make the most out of any FLP.

From essential travel documents to safety considerations, we’re looking at all the ways you can help your students get ready for a trip of a lifetime! We’ll go into detail about different approaches you can take to preparation and how to be the most effective communicator. That way, you and your students will feel confident about your exciting trip abroad.

Why preparation is so important for faculty-led programs

There’s a lot going on with faculty-led programs. You have extensive travel, multiple site visits, cultural exploration and a wealth of learning opportunities. Plus, you have to manage a group of people with packed schedules and accommodation requirements.

This is why preparing students for FLP is so important. If students are given enough time to get everything in order, such as their travel documents and flights, they’ll feel more confident about the experience and be more likely to engage fully with the program.

And by giving your students all the information they need at the start, you can reduce stress and anxiety significantly. Faculty-leaders should set clear expectations for the trip so that everyone knows what to expect in terms of academic outcomes and practical responsibilities.

Good preparation leaves more time for cultural exchange

Five steps to preparing students for FLPs 

We’ve put together a list of the five best ways to prepare students for FLPs so that your trip is as stress-free as possible:

1. Get a plan together

You need to start with a solid plan for your FLP. There must be a reason why you’ve chosen a specific location, and students want to know how this ties into their learning, so make sure you have this outlined in detail before explaining to your class. Let the students know what they can expect to discover while they’re there and how it will enrich their academic learning. 

Flight dates and times should also be shared, so that students can book their own tickets if necessary. And you’ll need a detailed itinerary showcasing all the cultural highlights, site visits, learning opportunities and activities that will take place during your stay. This will help students understand what to expect when they arrive and how to make the most out of each day.   

Finally, accommodation and food will need to be taken care of, informing students what will be covered as part of the trip and what they will need to purchase themselves. 

Our recommended approach: 

Consider partnering with Learn From Travel for your faculty-led program. We can help take care of all of the above for you, working closely with faculty leaders to bring your immersive trip to life. Each one is priced and customized to your learning needs, with bespoke itineraries that focus on meaningful experiences. We even have our own planning framework to help guide your custom program. 

2. Check travel documents 

Make sure your students know about all the essential travel documents required for the trip. 

Visa and entry requirements can trip a lot of tourists up, resulting in them being sent home before they can even leave the airport and nobody wants a wasted trip. 

As an example, Brazil’s eVisa is needed for stays up to 90 days and many countries in Latin America need proof of the yellow fever vaccination before you enter the country. Research this information and be sure to share it with your class. 

Here’s a list of what your students should check: 

• Passport expiry dates 

• Visa requirements 

• Vaccination requirements 

• Travel insurance costs and cover 

If any of the above require action, make sure your students are proactive and punctual in getting this done, especially since passport updates can take a while! You don’t want anyone to be denied entry or miss the trip because of poor planning. 

Our recommended approach: 

Give your students a live link to a digital checklist that they can edit themselves, outlining all the important documents that need verifying and updating. Because the document is live, you will be able to see when they’ve checked each item off, so you know which areas need more attention, especially if a deadline is drawing near.  

3. Encourage cultural research 

Chances are the FLP you’re planning already ties into the academic goals of the students who are attending, so they’ll already have some understanding of the location. But you should still encourage self-led research to gain a better understanding of the culture they’ll be stepping into.

Learning basic phrases from a language app or phrasebook will help improve communication and understanding certain etiquette standards and laws will prevent any unintentional misunderstandings. Plus, it will give a clearer picture of what to expect when interacting with the local culture. 

By developing their cultural awareness, students will also expand their learning, gaining more exposure to the unique history of your chosen location, which is the ultimate goal!  

Our recommended approach:

Create a detailed list of trusted resources, such as location guides, language apps, historical-based podcasts, and videos that relate to your faculty-led study abroad program. Ask your students to share their findings with the rest of the group to see how they’re getting on and encourage further learning. 

4. Packing advice 

With a destination and itinerary in place, it should be much easier for your students to understand the packing requirements for the trip. However, you should still be on hand to offer advice on what should and shouldn’t go in their suitcase. 

Make sure your students know what weather-appropriate clothing is for your chosen destination and that they pack essential items such as plug adapters and sunscreen. Aside from this, they should also be prepared for each learning activity. Do they need a journal or laptop to take notes or share presentations? Are waterproofs needed for one of the tours?

Here’s a list of some of the most important things your students should bring with them:

• Passport and any other travel documents 

• Climate-specific outfits and footwear 

• Electronics such as smartphone, tablet, headphones, adapters 

• Toiletries and personal care items 

• Prescription medicines 

• A notebook and pen 

Our recommended approach: 

Provide a packing checklist that’s tailored specifically to your chosen location. That way students can prepare for the FLP without overpacking or underpacking. You can even use our complete guide to packing for FLPs to help inform your own checklist. 

5. Set and reflect on learning achievements 

We’ve already established that a huge part of preparing for FLPs is made up of the steps you take before the trip, but there’s some preparation that’s more of an ongoing process. Before going on your faculty-led program, get your students to set their own learning goals, focusing on improving cultural understanding and academic development. 

Then, when you’re there, enjoying the sites and expanding your knowledge, try to make time for reflection so that your students can see their progress. Evening workshops and lunch discussions can both help to facilitate these opportunities.   

Our recommended approach: 

Offer support through prompts and templates that will get your students considering their learning achievements. Encourage journaling and note-taking during each site visit and make time for downtime and reflection during your trip. 

How to communicate effectively when preparing students for FLPs 

Now that you know what you should be doing to help prepare students for faculty-led programs, it’s time to talk about the how. 

Here’s what we’d suggest:  

• Set expectations early, especially when it comes to participation and behavior.

• Emphasize key timeframes around passport renewals and booking flights, as well as any budget requirements. 

• Book in regular meetings and one-to-ones to discuss the FLP in detail and answer any questions students may have.  

• Provide students with any necessary resources such as cultural guides and handbooks.    

• Hold a pre-departure briefing a week before the trip to make sure everything is in order.

Travel guidebooks can help prepare students for FLP

Getting started with a personalized study abroad program 

Developing a well-thought-out FLP takes time and dedication, but it’s worth it if it means your students get to immerse themselves in unique cultures and make a positive impact on the host community. 

At Learn From Travel we can help create a bespoke itinerary for any faculty-led program. We cover locations across the Western Hemisphere, including Europe, the United States and Latin America, facilitating the learning needs of any subject and all types of students. 

Browse through our sample programs to learn more about how our programs work and highlights from previous trips, or contact us directly to plan your FLP today.

Best Strategies for Staying Safe on Faculty-Led Study Abroad Programs (FLPs)

Staying safe on FLP means being prepared

Studying abroad offers a unique way to engage with a specific subject matter, enriching your education through hands-on experiences rather than books and long presentations. There really is no better way to learn. But one thing–and most important thing–that often gets neglected when going on an educational adventure is safety. 

And while we know that safety briefings are the least exciting part of any trip, they’re still important. Being in the know when it comes to cultural norms and expectations will aid you best when it comes to staying safe on faculty-led programs (FLPs). And some strategies can really help to make your trip as stress-free as possible. 

We’ve put together some handy safety tips and tricks to help you feel comfortable on your FLP, so you can focus more on the fun activities and educational tours. It doesn't matter if you're a student or a faculty leader, our strategies are versatile and foolproof. And they work for every type of trip! 

Assessing risk factors when studying abroad 

As a student, you’ll already know that research is king. It's the starting point for course assignments and improving your understanding of a specific subject. And it can really help when assessing risk factors in a different country, telling you more about local customs and laws that you might not know about otherwise. 

Use online resources to better understand things like environmental and weather conditions. You probably won’t be travelling in monsoon season, but there’s no harm in checking what the forecast is for your FLP dates. A wet, rocky terrain could be bad for your injured knee, whereas a high pollen count could agitate your allergies. And if anything, it will help to inform your packing, too! 

To better assess these risks, look out for: 

• Political or cultural differences that could cause a misunderstanding. 

• Environmental factors that could impact your health, like heat or altitude.  

• Weather-related risks such as seasonal monsoons and earthquakes. 

• Destination-specific illness that you might need to be vaccinated against. 

• General safety considerations around protecting your personal items or heightened awareness when using public transport. 

Not every risk we’ve listed will be relevant, but you should still double-check these elements just to be on the safe side. 

The best strategies for staying safe on FLP

Staying safe on an FLP is easier than any other trip for one main reason. Every detail is carefully planned out in advance. Site visits are approved and certified, only trusted transport companies are used, individual needs are taken into account and your safety is a number one priority. 

Because of this, you’re unlikely to experience any significant safety concerns when being led around by your faculty leaders, but that doesn’t mean you shouldn’t be prepared. And we’ve got the strategies to help you.  

Research and preparation 

We’ve already touched on this, but researching the laws of the land you’re travelling to and making preparations to follow them carefully, is always a good place to start when it comes to securing your safety. 

Things that are legal in your country might be illegal elsewhere. For example, you’re not allowed to take pictures of buildings or people when you’re in the Red Light district in the Netherlands. And in the Caribbean, wearing camouflage is strictly prohibited since that type of clothing is only allowed for military personnel. 

Learning this type of information prior to your trip will help to avoid any unnecessary misunderstandings, so you don’t find yourself accidentally in hot water. 

Here’s a list of some things you can check online: 

• Local laws and customs, especially those that vary significantly from your own

• The weather forecast for your trip, as well as general climate information

• Vaccination requirements

• Guidelines on cultural and religious sensitivity

Communication planning

Communication can often be overlooked when staying safe on FLP. You’ve got such a detailed itinerary that you forget to secure important contact details, so make sure you get your faculty leader’s phone number if you don’t already have it and look up local emergency contact details, just in case. Ask about any program-specific communication procedures as well as any phone-based apps you might need on the trip.  

As part of this planning, you’ll need to have a good grasp on mobile coverage abroad. Learn about your existing provider’s international roaming plans or look into getting an eSIM, so that you can still access all your contacts and stay connected to WiFi from the minute your plane lands. 

Use the buddy system 

This goes hand-in-hand with communication planning. As well as getting contact details for your faculty leader, try to find a fellow learner or friend who you can buddy up with during the trip. First of all, it’s a lot more fun to travel with somebody than it is to be alone the entire trip, but it’s also safer. Travel in pairs or even a group if possible, as you have more chance at avoiding any risky situations. Awareness increases and you always have somebody looking out for you.

Use the buddy system to stay safe abroad

Follow travel safety rules

You’d be forgiven for switching off when the in-flight safety briefing starts on your plane. But those announcements are an important part of securing your safety because they can make all the difference in an emergency situation. So, before you put your headphones on and start listening to your favorite podcast, make sure you pay close attention to any travel safety procedures.

The same goes for local travel when you’re abroad. Only choose certified public transport systems and taxi services, while also following the safety advice of local authorities and your faculty leader. There’s nothing worse than getting on the wrong train!

Become familiar with safety procedures

Stick to your itinerary 

Staying safe on an FLP is easier when you follow the itinerary provided. It outlines everything you need to know, including all the different site visits, tours, excursions, and learning opportunities that are included as part of your trip, along with key timings and dates. Because of this, there’s less for you to worry about. It’s also easier for faculty leaders to keep track of their students. 

The strategy here is to ask for your itinerary at the earliest convenience so you can carefully study it in advance. This will help ease anxiety and improve preparedness. 

Pack health and safety essentials 

Packing needs vary depending on the FLP. If you’re heading to a tropical destination like Colombia or Brazil, then you’ll need bug spray and sunscreen. However, you might want to pack your protective goggles for a skiing trip in Norway. 

That said, there are some health and safety essentials that work for every type of study abroad program.

Remember to pack: 

• Sun protection such as sunscreen, a hat, or a UV umbrella 

• Sturdy footwear that offers good support for long tours or hikes 

• A portable first aid kit 

• Thermals, gloves, a scarf and waterproofs for colder climates 

• Reusable water bottle for staying hydrated 

• Prescription medicines 

By packing any of the above essentials, you’ll be more adept at staying safe on your FLP. After all, preparedness is key! 

Disclose all health needs

If you’re travelling with a disability or need certain accommodations during your FLP, you should disclose this information as soon as possible. Let your faculty leader know about your requirements or any concerns you may have and be clear about what you need, even if it’s just a food intolerance. This will make your trip go a lot smoother. 

Get travel insurance 

Travel insurance is the ultimate hack to mitigating risks when studying abroad. It covers unexpected medical expenses such as emergency treatment or hospital stays and can also provide protection should you lose or damage any personal items. Reimbursement for cancelled or delayed flights are also included with a lot of different insurance policies, so you’re covered if something doesn’t quite go as planned. 

Staying safe on FLP with Learn from Travel 

With a faculty-led program, all excursions and tours are fully certified, which means students can focus more on learning instead of worrying about whether or not a site visit is safe. You also have the benefit of expert faculty leaders who are on hand to answer any questions and provide all the necessary information and guidance to ensure your safety. Plus, you’re going with a group, so there’s always somebody around to walk with you to scheduled meetups. 

At Learn From Travel, we help with developing a completely bespoke FLP based on education requirements. Every program is designed with meticulous attention to detail, covering a full itinerary with safety considerations being a top priority for every excursion. And because we’re community-based, we’ve already formed strong relationships with unique cultures across Latin America, Europe, North America, and the Caribbean. 

To get a good idea of what’s included in our personalized faculty-led programs, view our samples page or learn more about what Learn From Travel has to offer.

LFT's Inaugural Faculty and Staff Development Workshop in Costa Rica, January 2026

spotting a sloth in the canopy, La Mariola

Learn From Travel was thrilled to host fourteen faculty and staff members from six different institutions for our inaugural Faculty Development Workshop from January 4th to 8th, 2026. Set in beautiful Costa Rica, the workshop was an immersive professional learning experience designed to help faculty and staff envision, intentionally design, and strengthen faculty-led education abroad programs.

The workshop was co-led by Grace Galloway, who served as our lead guide, and Matthew Yates as academic lead. We began our journey with a welcome dinner in Liberia before boarding a coach bus the following day for La Fortuna. Along the way, we stopped at the stunning Café Macadamia, setting the tone for a week that balanced reflection, community engagement, and experiential learning.

learning about the recycling project at Adifort, La Fortuna

In La Fortuna, we visited Adifort, a local nonprofit dedicated to supporting youth and seniors through education, wellness initiatives, and community programming. Participants learned how Adifort operates a modern swimming pool for seniors, hosts private events to generate income, runs a large recycling operation, and funds its work through the privately-owned La Fortuna Waterfall preserve. This visit sparked rich discussion around community-based organizations and how they often step in where government services are unable to help. According to one participant, “The discussions on why certain activities and places were chosen was very helpful in understanding the study abroad design process.”

The next day featured two dynamic site visits for faculty program development. At the La Mariola hiking trail, participants observed sloths and other wildlife before making tortillas by hand. Afterwards, we visited North Fields Farm to sample fresh cacao, coffee, and chocolate—experiences that collectively provided an ideal model of experiential learning in Costa Rica.

Enjoying a chocolate tasting at North Fields, La Fortuna

Our final full day returned us to Liberia for a guided visit to the National University of Liberia, led by a local biology instructor. Highlights included research on stingless bees, a community playground, and even a hiking trail featuring edible termites, before concluding with a warm farewell meal at a local restaurant.

Overall, participants described the workshop as intentionally designed, informative and fun. We’re excited to see how this experience inspires the development of impactful future study abroad programs at their home institutions. One faculty member concluded that “The entire trip was excellent. I underestimated how impactful it would be to be a participant. It’s been fun reflecting on the trip.”

Interested in joining us for our next Faculty and Staff Workshop in Panama in January 2027? Register today for your spot!