Educational tourism as a means to promote transformative education: a perspective on personal and social growth

Abstract

Educational tourism represents an innovative approach within adult education, facilitating transformative learning experiences. This qualitative case study examined women-only camps designed to promote emotional, social, and personal growth among 67 female participants across six camps in Latvia. Grounded in Mezirow's Transformative Learning Theory (1991, 2000), the study explored participants’ reported experiences of immersive camp activities. Data collection included post-camp surveys (n = 67), six-month follow-up surveys (n = 50), in-depth interviews (n = 12), and participant observation. Participants described themes of self-confidence, emotional awareness, social connectedness, and value shifts persisting six months post-camp. These self-reported experiences suggest potential alignment with competencies valued in personal development and organizational contexts.

1 Introduction

Educational tourism has become a dynamic and influential modality within adult and organizational education, enabling cognitive development alongside reported emotional and social transformation experiences. Through immersive, experiential learning environments, educational tourism fosters personal growth, critical self-reflection, and intercultural understanding, factors widely recognized as crucial for enhancing quality of life and promoting long-term professional adaptability (Fennell and Bowyer, 2020; Pitman et al., 2010; Tomasi et al., 2020). Recent empirical research explores associations between such learning experiences and strengthened emotional intelligence, social competencies, and cultural sensitivity, which represent valued skills in contemporary workplace contexts (Holden and Fennell, 2013).

Transformative learning is characterized by significant shifts in perspective that result in changes to attitudes, behaviors, and an individual's capacity for adaptation and self-directed development (Mezirow, 1991, 2000; Paul and Quiggin, 2020). Educational tourism serves as a catalyst for such transformation by integrating reflection, dialogue, and participatory practices that encourage individuals to reassess their values, social roles, and self-concept. Tang (2021), for example, highlights how educational tourism not only fosters individual growth but also contributes to sustainable development, stimulating local economies, creating opportunities for social cohesion, and promoting organizational and community resilience.

Despite the growing recognition of educational tourism's positive impacts, its specific role in advancing women's empowerment and supporting their integration into broader professional and social networks remains insufficiently explored. Women, often serving as the emotional and social anchors of families, workplaces, and communities, continue to encounter systemic barriers to personal and professional advancement. Structured educational tourism initiatives—such as women's camps—present unique opportunities to nurture emotional intelligence, social skills, and adaptive capacities that are critical for both personal transformation and organizational effectiveness. However, empirical evidence regarding the longer-term impact of these programs, especially on sustained behavioral change and engagement in workplace or community life, is limited.

The present study addresses this gap by investigating the transformative potential of educational tourism, with a specific focus on women's camps as sites for both personal and organizational development. The research aims to describe how educational tourism fosters individual and collective transformation; to identify the key components that contribute to successful development of emotional intelligence, social skills, and cultural awareness; and to analyze the sustained impact of these transformative experiences on participants’ behaviors, attitudes, and relational networks within both private and professional spheres. By grounding the analysis in the lived experiences of women participating in camps in Latvia, this study brings new evidence to the discourse on transformative learning, gender empowerment, and sustainable social development. The findings offer practical recommendations for designing educational tourism initiatives that more effectively advance women's empowerment, support workplace inclusion, and promote integrated personal and societal growth.

2 Literature review

2.1 Educational tourism as transformative and organizational adult learning

Educational tourism has emerged as a crucial modality within adult and organizational education, offering immersive experiences that facilitate not only knowledge acquisition, but also deep emotional, social, and cultural transformation. These environments create conditions for experiential, informal, and non-formal learning, fostering adaptability, self-regulated learning, and innovation—essential skills for dynamic professional settings and modern organizations (Fennell and Bowyer, 2020; Tomasi et al., 2020).

Unlike traditional didactic methods, educational tourism involves active participation, cultural exchange, and critical reflection, often in out-of-routine, supportive settings. Such immersion enables participants to challenge established assumptions, develop intercultural competence, and acquire skills transferable to complex, evolving work contexts (Holden and Fennell, 2013; Paul and Quiggin, 2020). Mezirow's Transformative Learning Theory emphasizes the importance of experiential and dialogic processes in reshaping perspectives, which correlates strongly with outcomes reported in educational tourism research (Mezirow, 2000; Pitman et al., 2010).

Furthermore, recent studies demonstrate that educational tourism not only supports individual empowerment but also strengthens organizational learning capacity. Participating adults develop emotional intelligence, collaborative problem-solving abilities, and resilience—qualities increasingly sought after in high-performing teams and leadership roles (Sie, Patterson and Pegg, 2016; Tang, 2021). These transformative experiences contribute not only to personal advancement but also to enhanced organizational adaptability, creativity, and sustainable development (Fennell and Bowyer, 2020; Tomasi et al., 2020).

2.2 Theoretical foundations: Mezirow, Amonashvili, and holistic transformation

The transformative learning paradigm-first articulated by Jack Mezirow conceptualizes adult learning as a process triggered by disorienting dilemmas, spurring critical self-reflection and the restructuring of deeply held beliefs and behaviors (Mezirow, 1991; 2000). In organizational contexts, this theory provides an essential framework for lifelong learning, self-regulated professional growth, and adaptability to change (Paul and Quiggin, 2020; Sugito, 2024).

Contemporary scholarship increasingly recognizes, however, that transformation in learning extends beyond cognitive-rational processes to encompass affective, relational and spiritual dimensions (Singh et al., 2016). Shalva Amonashvili's humanistic pedagogy stresses the importance of nurturing the learner's inner self through love, empathy, and emotional security, integrating spiritual growth as a foundation for authentic transformation (Amonashvili, 1997; 1998). Such holistic education enables participants not only to acquire knowledge, but to develop values, resilience, and a sense of purpose—key assets for thriving in both personal and professional domains (Athan and Miller, 2013).

This integrative perspective connects with a wide array of educational classics: Piaget's links between cognition and social understanding (1954), Montessori's argument for harmony between upbringing and the child's inner spiritual world (1966), Maslow's theory of self-actualization (1971), Frankl's existential meaning (1984), and Gardner's focus on existential intelligence (1999). Recent research (Mahmoudi et al., 2012) affirms that comprehensive education must weave together cognitive, emotional, and spiritual learning for balanced individual and societal growth.

2.3 Comparative analysis: Mezirow’s transformative learning theory and amonashvili's humanistic pedagogy

While Mezirow's theory centers on rational reflection-catalyzed by critical incidents and realized through dialogue Amonashvili's approach highlights transformation through emotional resonance, spiritual attunement, and meaningful relationships (Amonashvili, 1997, 1998; Mezirow, 1991, 2000). Despite methodological differences (Western critical thinking vs. Eastern spiritual humanism), both theories converge on these key points:

Transformation is a profound, inner process impacting the whole person and their values;

Autonomy, empowerment, and genuine responsibility to self and society are at the center;

Learning is most effective in emotionally safe, supportive, and reflective environments.

Integrating these perspectives, especially in educational tourism—enables programs to foster both critical thinking and affective engagement. In women's camps, this means combining reflective dialogue (Mezirow) with supportive group processes and spiritual growth (Amonashvili), ensuring not only cognitive but also emotional and social transformation. Such settings empower women to initiate meaningful change in family, professional, and community roles.

2.4 Educational tourism, social integration, and women’s empowerment

Empirical research demonstrates that educational tourism also drives wider social outcomes—including the strengthening of community resilience, intercultural understanding, and sustainable development. Particularly, women-focused programs such as camps and retreats, operate as nurturing spaces for self-discovery, peer networking, and the acquisition of skills tied to emotional intelligence, leadership, and collaboration (Al Mazro'ei and Badar, 2017; Sie, Patterson and Pegg, 2016). These experiences challenge traditional gender norms, reduce social isolation, and enable women to assume active roles in both families and organizations (Nitu and Ali, 2024; Sakellari and Skanavis, 2019).

By combining experiential learning, supportive relationships, and value-driven pedagogy, educational tourism equips women to build resilience, lead with empathy, and contribute to sustainable social and professional change.

These interrelated effects of educational tourism on women's resilience, leadership, and social roles are synthesised in Table 1, which summarises key aspects of personal and social transformation identified in the literature.

2.5 Synthesis: implications for organizational learning and social development

Synthesizing insights from both Mezirow and Amonashvili, the literature highlights educational tourism as a context for holistic transformation. By interweaving cognitive, emotional, and spiritual development, these experiences cultivate emotional intelligence, adaptability, collaboration, and social integration, traits that are highly valued in today's organizations and essential for cohesive communities (Holden and Fennell, 2013; Tomasi et al., 2020).

Table 2 summarizes how these interconnected processes empower individuals for lifelong growth, effective teamwork, and ethical leadership at both personal and organizational levels.

3 Methodology

3.1 Study design

This study employed a qualitative case study design to examine how participants of the Ease. Love. Light. Strength. camps at the Karina Home guesthouse described their experiences and perceived changes following the camp. The analysis focused on participants’ narratives concerning emotional well-being, self-confidence, values, relationships, and worldview.

The qualitative case study approach was appropriate for capturing the complexity and context of the camp experience and for examining how participants made sense of personal change over time. This design supports an interpretive exploration of meaning-making, reflection, and self-reported transformation within an educational tourism setting.

3.2 Participant selection

The study included women who voluntarily attended six “Ease. Love. Light. Strength” camps held at Karina Home guesthouse and consented to participate in research. Across these camps, 67 women completed the immediate post-camp survey (representing the primary study sample), and 50 of these women (75% retention rate) completed the six-month follow-up survey.

Participants were working-age women (25–55 years) from Latvia, with diverse educational backgrounds and occupations typical for such voluntary personal development programs. A purposeful sampling strategy was used, prioritizing participants who actively engaged in camp activities and provided detailed reflective responses.

For the in-depth interviews (n = 12), participants were selected based on rich narrative responses in the initial survey to ensure data depth and diversity. Inclusion criteria included completion of the post-camp survey and willingness to participate in follow-up interview; no exclusion criteria were applied. All participants received written and verbal information about the study purpose, procedures, voluntary nature, and right to withdraw at any time, with informed consent obtained prior to data collection.

This self-selected sample design is appropriate for qualitative case study research aimed at exploring rich experiential narratives. However, it introduces potential selection bias, as participants were motivated women already seeking personal development. This limitation affects transferability of findings and is discussed further in Section 5.5 (Limitations).

3.3 Data collection methods

Multiple qualitative methods were triangulated to examine participants’ self-reported experiences across immediate and longitudinal time points during the “Ease. Love. Light. Strength.” camps.

Post-camp surveys (n = 67), administered immediately after each of the six camps, these consisted of 8 open-ended questions capturing participants’ immediate reflections on emotional experiences, perceived value shifts, and intended behavioral changes.

Follow-up surveys (n = 50), conducted six months post-camp via email, these included 6 open-ended questions focusing on sustained changes in daily life, relationships, and professional contexts (74.6% response rate from initial survey respondents).

In-depth interviews (n = 12), semi-structured interviews (45–60 min) were conducted with purposefully selected participants based on rich initial survey responses. Interviews explored personal narratives of change and contextual factors influencing experiences (see Section 2.2 for selection criteria).

Participant observation, the primary researcher systematically recorded field notes during camp activities across all six camps (total 48 h), focusing on group dynamics, emotional expressions, and activity participation patterns. Observations were non-participatory during data collection to minimize researcher influence.

These four methods provided complementary perspectives on participants’ reported experiences, enhancing methodological rigor through data source triangulation.

3.4 Data analysis

Data from surveys, interviews, and field notes were analyzed using thematic analysis following Braun and Clarke’s (2006) six-phase approach: familiarization, generating initial codes, searching for themes, reviewing themes, defining themes, and producing the report.

The researcher conducted open coding of all 67 post-camp surveys and 50 follow-up surveys, generating 184 initial codes. Axial coding then organized these codes into 14 higher-order themes emotional awareness, value shifts, social connectedness. No qualitative analysis software was used, coding was performed manually using Excel spreadsheets.

Percentages reported in the Results section 80%, 75% represent the proportion of participants whose responses were coded into specific themes. Each response could receive multiple codes, so percentages may exceed 100%. For example, 80% of participants mentioned increased self-confidence means 80% of the 67 post-camp responses (n = 54) contained text coded as self-confidence.

Themes from post-camp (T1) and follow-up (T2) data were compared using a matrix approach to identify patterns of stability, progression, or regression. Member checking was conducted with 8 interview participants who reviewed and confirmed theme interpretations.

Mezirow's Transformative Learning Theory provided a sensitizing framework for theme development but did not impose preconceived categories on the data (Mezirow, 1991).

An example of how raw data excerpts, open codes, axial codes, and final themes were linked in this analysis is presented in Table 3.

3.5 Ethical considerations and researcher positionality

The study adhered to strict ethical standards for qualitative research. All participants received comprehensive information about the research purpose, procedures, voluntary nature, and right to withdraw at any time without consequences. Written informed consent was obtained from all 67 participants prior to data collection. Anonymity was maintained through numeric coding of survey responses; no names were collected. Data were stored securely and accessible only to the research team.

Researcher dual role. The researcher served as both camp facilitator and lead investigator, creating potential for social desirability bias, power imbalance, and confirmation bias. To mitigate these risks, participants were explicitly informed that survey responses would not affect their camp experience or future participation. Anonymous surveys eliminated direct researcher identification of individual responses. A reflexivity journal was maintained throughout data collection and analysis, documenting researcher assumptions, emotional responses, and decision-making processes. Member checking was conducted with 8 interview participants who reviewed and confirmed theme interpretations.

Limitations acknowledged. The self-selected sample (n = 67) and researcher-participant overlap limit transferability. These are discussed in detail in Section 5.5. Limitations.

Methodological rigor was maintained through data triangulation, surveys, interviews, observationsand longitudinal design, enhancing credibility within the study's contextual boundaries.

4 Data collection and analysis

To investigate the transformative impact of the “Ease. Love. Light. Strength.” camps on participants’ emotional development, self-esteem, and personal values, a two-phase qualitative research design was adopted. This longitudinal approach enabled the study to capture both immediate emotional responses and the stability of behavioral and attitudinal changes over time.

4.1 Phase one: immediate post-camp reflections

Directly following the camps, 67 women voluntarily shared written reflections documenting their experiences. These responses were characterized by pronounced emotional intensity-participants expressed gratitude, joy, and a renewed sense of purpose. Many described an “internal awakening” and a strong motivation to implement new insights in their daily lives. These written statements offered authentic, spontaneous evidence of immediate emotional and psychological impact.

4.2 Phase Two: Six-month follow-Up

To evaluate the sustainability and integration of transformations, a second survey was administered six months post-camp, with 50 participants responding. This survey combined open-ended questions exploring the application of new values, sustained changes in self-perception, emotional intelligence, interpersonal relationships, and decision-making in everyday and professional contexts.

4.3 Analytical approach

Data from both phases were subjected to thematic analysis, employing open and axial coding to identify and link emergent patterns reflecting personal growth, emotional development, and social transformation. Coding was performed iteratively to ensure internal validity, and methodological triangulation-combining survey reflections and follow-up narratives, further enhanced the reliability and depth of results.

4.4 Key themes identified

Transformation and Personal Development: Many participants described the camp as life-changing. Immediately post-camp, they reported increased self-awareness and emotional clarity; at six months, many continued to reference growth in self-confidence, personal boundaries, and overall resilience.

Sustainability and Daily Integration: Long-term data revealed that participants successfully incorporated key teachings, such as improved communication, self-care, and the reinforcement of personal values, into their everyday lives and relationships.

Spiritual and Emotional Values: Participants highlighted themes of authenticity, emotional stability, love, gratitude, and meaning, particularly fostered by evening discussions and ritual activities. These processes facilitated significant shifts in worldview and enhanced emotional connectedness.

Creativity, Nature, and Aesthetic Engagement: Many found creative and nature-based activities, art workshops, flower arrangement, culinary sessions, not only emotionally fulfilling, but also instrumental in cultivating mindfulness, aesthetic appreciation, and holistic well-being.

4.5 Synthesis

The findings indicate that the camp experience functioned as a powerful catalyst for enduring emotional and personal transformation. Participants reported both immediate emotional uplift and substantial, sustained integration of the camp's values in daily life. This underscores educational tourism's potential to empower individuals-especially women-through intentional, emotionally engaging, and community-based learning environments.

A summary of participant insights is provided in Table 4, synthesizing the main evaluation themes, reflections, and outcomes related to transformative change.

5 Discussion

5.1 Interpretation of main findings

Participants’ reported experiences in women-only educational tourism camps revealed themes of self-confidence, emotional awareness, social connectedness, and value shifts. These findings align with transformative adult learning theories (Mezirow, 1991, 2000) and holistic pedagogy approaches (Amonashvili, 1997, 1998, 2017).

5.2 Motivational and experiential aspects

Broader educational tourism literature supports the finding that immersive, supportive environments are crucial motivators for adult engagement and lifelong learning (Abubakar et al., 2014; Pitman et al., 2010). The camps’ structure promoted not only knowledge acquisition but also critical self-reflection and perspective transformation, echoing Mezirow's phases of meaning perspective change (Mezirow, 1991, 2000; Sugito, 2024).

5.2.1 Women’s empowerment and societal participation

The increased self-confidence and agency reported by approximately 80% of participants resonates with studies showing that tourism and educational enterprises can be powerful platforms for women's empowerment—enabling economic, social, and psychological transformation (Al Mazro'ei and Badar, 2017; Bashir and Zafar, 2017; Nitu and Ali, 2024). Peer support and community-building processes, highlighted as central outcomes in participants’ responses, have been shown to reduce social isolation and foster active citizenship among women (Sakellari and Skanavis, 2013; Sie et al., 2016).

5.2.2 Cognitive, emotional and social outcomes

Value integration, emotional growth, and the spiritual dimension (Amonashvili, 1997, 1998, 2017; Goleman, 1995) were noted by most participants, with mindfulness, gratitude, and creative workshops fueling sustained affective and cognitive change. This is substantiated in the literature: the fusion of cognitive skill-building, emotional intelligence, and meaningful social interactions is repeatedly linked to profound, long-term personal and professional development (Chau, 2021; Holden and Fennell, 2013; Yacek, 2020). Including creative, nature-based, or communal activities also matches the recommendations of Gardner (1999) on the development of multiple intelligences and holistic education.

5.2.3 Transformative and sustainable development effects

Educational tourism not only operates at the personal level but also drives local sustainable development, as reflected in participants’ changes in consumption patterns, social responsibility, and ecological sensitivity (Fennell and Bowyer, 2020; Maziliauske, 2024; Tang, 2021; Tomasi et al., 2020). Personal value shifts toward community engagement, environmental stewardship, and intercultural awareness underscore the transformative potential of such programs for broader policy and social development goals (de Prada Creo et al., 2023; Frankl, 1984; Lundberg et al., 2024).

5.2.4 Emancipatory and inclusive impulse

Recent pedagogical discussions emphasize the need for transformative-emancipatory education that fosters inclusivity, agency, and justice (Cappiali, 2023; Paul and Quiggin, 2020). Participants’ reported experiences-showing not just internal but also outward-facing, community-oriented growth-align with the emancipatory potential of transformative tourism and non-formal adult learning.

5.3 Social integration, peer networks, and empowerment

Participants frequently described enhanced social connectedness and ongoing peer support following the “Ease. Love. Light. Strength.” camps. 75% of follow-up responses (n = 38/50) indicated continued contact with camp peers six months post-program, with participants highlighting emotional support, information exchange, and collaborative activities.

This finding resonates with a substantial body of literature underscoring how collaborative, community-based educational tourism settings catalyze the formation of durable social capital and mutual support structures (Abubakar et al., 2014; Pitman et al., 2010; Sie et al., 2016). Such experiences challenge traditional social isolation and empower learners-especially women-to transition from passive recipients of information to active social agents, community builders, and confidence multipliers (Al Mazro'ei and Badar, 2017; Bashir and Zafar, 2017). Interpersonal connection and group rituals reported in this study directly mirror mechanisms of belonging and social resilience described in tourism and empowerment research (Nitu and Ali, 2024; Sakellari and Skanavis, 2013).

These peer networks serve several developmental functions: they act as ongoing platforms for emotional sustenance, provide practical forms of collaboration, and foster new professional and civic opportunities. Such outcomes align with Goleman’s (1995) model of emotional intelligence, whereby relationship management and social adaptation represent foundational components of life and workplace success. The importance of cooperative learning and group cohesion for sustained empowerment is further validated by multidisciplinary research showing that participants in women-focused educational tourism programs gain access to new leadership pathways and enhanced self-efficacy (Chau, 2021; Fennell and Bowyer, 2020; Sie et al., 2016).

Furthermore, the camps created a uniquely inclusive and supportive environment, offering safe spaces that allowed participants to share narratives, express vulnerability, and try on new social roles free from external judgment. This echoes findings by Cappiali (2023), who argues that emancipatory, inclusive pedagogies are crucial for building resilient peer communities and social justice. Peer empowerment is not isolated to the camp context; participants reported applying collaborative and leadership skills in their workplaces, NGOs, and family environments after the camp—demonstrating the multiplier effects of such networks for broader social integration and active citizenship (Holden and Fennell, 2013; Maziliauske, 2024; Tomasi et al., 2020).

In sum, the sustained peer connections and social support mechanisms developed through the camps substantiate both theoretical frameworks and empirical findings in educational tourism, transformative learning, and gender-focused empowerment research. These networks not only reduce social isolation and increase women's agency but also foster the emergence of supportive, engaged micro-communities that continue to drive personal and social change long after the formal program has ended (Bashir and Zafar, 2017; Cappiali, 2023; Fennell and Bowyer, 2020; Nitu and Ali, 2024; Sie et al., 2016).

5.4 Connection to organizational learning and social integration

A salient implication of this study is the transferability of competencies acquired during the camps-such as self-regulation, collaboration, open communication, creative problem-solving, and resilience-into various professional and social environments. These skills are widely recognized as foundational for building adaptive and innovative teams, and are increasingly valued in contemporary organizational contexts that demand flexibility and creative approaches to challenges (Chau, 2021; Holden and Fennell, 2013; Tomasi et al., 2020).

The sustained development of social networks established in the camps closely aligns with best practices in collaborative organizational learning, underscoring the importance of peer support, knowledge sharing, and co-creation in fostering organizational adaptability and success (Fennell and Bowyer, 2020; Sie et al., 2016). Notably, participants reported ongoing peer collaboration, which functioned as a platform for emotional encouragement, practical problem-solving, and mutual growth-mirroring what organizational learning theories describe as the creation of social capital and collective capacity for change (Maziliauske, 2024; Tomasi et al., 2020).

Crucially, enhanced self-esteem and expanded leadership capacity among women participants address some of the most persistent barriers to female advancement in professional environments. The emotionally safe, value-driven experiential education provided by the camps enabled participants not only to recognize their own strengths and aspirations but also to translate these gains into confident, inclusive leadership-both in the workplace and in broader community initiatives (Al Mazro'ei and Badar, 2017; Bashir and Zafar, 2017; Cappiali, 2023).

Participant narratives reinforce that such transformational educational tourism can actively strengthen social capital and group cohesion, leading to improvements not just within the peer group, but also at the level of organizations and the wider community (Sakellari and Skanavis, 2013; Sie et al., 2016). By equipping women with tools for inclusive collaboration and visible empowerment, these experiential programs promote a ripple effect-enhancing diversity, social integration, and sustainable development across societal spheres (Fennell and Bowyer, 2020; Nitu and Ali, 2024).

In sum, the competencies fostered within the camp environment are not isolated benefits; they represent a powerful engine for ongoing professional innovation, community engagement, and the advancement of more equitable and resilient organizational cultures.

5.5 Limitations of the study

Despite the study's strengths, several limitations warrant consideration:

Sample Scope: Data were gathered from women at specific camps in Latvia, which may limit generalizability to other contexts and populations.

Self-Report Data: The primary reliance on self-reported reflection and survey data introduces possible bias, including social desirability.

No Control Group: Without a control or comparison group, it is not possible to fully isolate the camp's effects from other personal or environmental influences.

Follow-Up Duration: The follow-up period was limited to six months; longer-term effects remain unknown.

Researcher Involvement: The primary researcher also acted as camp facilitator and host, which, despite ethical controls and reflexivity, may have introduced bias.

Future research should address these limitations by broadening the participant pool, adding comparative or control groups, and conducting longitudinal studies over longer time intervals.

6 Results

6.1 Immediate and long-term transformations

Participants described notable changes across multiple life domains following their participation in the “Ease. Love. Light. Strength.” camps. In post-camp surveys, 80% of coded responses (n = 54/67) indicated increased self-confidence and emotional resilience. Participants reported greater self-esteem and authenticity in everyday situations. Additionally, 70% of coded responses (n = 47/67) mentioned enhanced emotional awareness, reflecting deeper understanding of their feelings, needs, and behavioral responses.

These changes persisted over time. In follow-up surveys conducted six months post-camp, 75% of responses (n = 38/50) confirmed ongoing application of camp-acquired insights and practices in daily life. Participants described sustained shifts in self-acceptance, life balance, and overall satisfaction.

6.2 Spiritual, creative, and lifestyle changes

Participants frequently highlighted spiritual and emotional growth as central to their camp experience. 85% of coded responses (n = 57/67) identified meditation sessions and ritual activities as important for inner peace and mindfulness. Additionally, 70% of follow-up responses (n = 35/50) described ongoing practices of mindfulness, self-reflection, and self-care six months post-camp.

Creative and nature-based activities were among the most valued experiences. 90% of post-camp responses (n = 60/67) mentioned creative workshops, stained glass making, art projects, nature immersion, as emotionally enriching, supporting self-expression, aesthetic appreciation, and connection with self, peers, and environment.

Participants also described shifts in lifestyle practices. 80% of coded responses (n = 54/67)noted adoption of healthier behaviors including increased physical activity and improved nutrition. 70% of responses (n = 47/67) emphasized prioritizing emotional well-being through self-care, while over 60% (n = 40/67) reported improved interpersonal relationships and communication in family and professional contexts.

6.3 Value shifts and empowerment

Participants described shifts in their understanding of social roles and personal values following the camps. 65% of coded responses (n = 44/67) reflected an enhanced sense of women's societal value, with participants expressing motivation for greater public engagement and more active roles in community and professional contexts. 60% of responses (n = 40/67) indicated a more balanced approach to work and life, including clearer goal-setting and increased professional motivation.

Nearly 50% of post-camp responses (n = 34/67) described fundamental changes in value priorities, shifting from material success toward emphasis on relationships, personal growth, and inner peace. These reported value shifts suggest participants experienced meaningful reorientation of life priorities.

6.4 Synthesis and thematic tables

The reported experiences across emotional, social, spiritual, and lifestyle domains suggest participants perceived the camps as meaningful opportunities for personal reflection and growth. Table 5 summarizes the main themes identified in participants’ coded responses.

These findings illustrate how women described their experiences within structured educational tourism camps, highlighting themes of self-reported change across multiple life domains.

6.5 Limitations

This study has several limitations that should be considered when interpreting the findings. First, the self-selected sample of 67 motivated women who volunteered for both the camps and research introduces selection bias. These participants were already seeking personal development experiences, potentially limiting transferability to less motivated or more diverse populations.

Second, the absence of baseline pre-camp measurements prevents establishing temporal precedence for reported changes. All data collection occurred post-camp, relying entirely on participants’ retrospective self-reports of transformation, which may be subject to recall bias or social desirability effects.

Third, the researcher dual role as both camp facilitator and primary researcher introduces risks of social desirability bias, power imbalance, and confirmation bias. Although reflexivity practices were employed (see Section 2.5), this methodological overlap affects the study's internal validity and participant independence in reporting experiences.

Fourth, the Latvian cultural and gender-specific context (women-only camps) limits generalizability to other cultural settings, genders, or educational tourism formats. Findings reflect experiences within a specific Eastern European humanistic pedagogy tradition combined with Latvian social dynamics.

Fifth, as a qualitative self-report study, the research depends on participants’ subjective interpretations without objective behavioral or psychological outcome measures. Emotional intelligence and empowerment were assessed through narrative descriptions rather than validated instruments.

Finally, the relatively small sample size (n = 67) and single-case study design (six camps at one location) constrain statistical generalizability. These limitations are offset by methodological strengths including longitudinal follow-up, data triangulation, and thick descriptive analysis, but they shape the scope of interpretive claims made in this study.

7 Recommendations

7.1 Program development and content expansion

To ensure enduring personal and organizational growth, camps should systematically broaden and deepen their curriculum to address the multidimensional outcomes identified in this study. Evidence from transformative learning (Mezirow, 1991, 2000) and humanistic pedagogy (Amonashvili, 1997, 1998, 2017) highlights that effective programs combine cognitive, emotional, and social development. In practice, this means integrating targeted modules on self-confidence, emotional intelligence, leadership, teamwork, and civic engagement, competencies shown to significantly enhance women's empowerment and long-term social integration (Bashir and Zafar, 2017; Nitu and Ali, 2024; Sie et al., 2016).

Facilitated workshops on assertive communication, negotiation, and conflict resolution can equip participants with interpersonal skills essential for both private and professional life (Gardner, 1999; Goleman, 1995). Structured group projects-addressing community issues, sustainable practices, or intercultural challenges-may further nurture leadership capacity, cooperation, and social responsibility (Fennell and Bowyer, 2020; Tomasi et al., 2020).

Curriculum diversification should also include creative and nature-based activities, which this research found to have strong emotional and cognitive benefits (90% of participants reported them as transformative). Such activities align with Gardner’s (1999) theory of multiple intelligences and support innovative problem-solving skills valuable in modern organizations (Holden and Fennell, 2013).

To maintain relevance with evolving societal and workplace demands, program content should be regularly reviewed and adapted based on participant feedback, longitudinal follow-up data, and emerging scholarship on educational tourism and women's empowerment (Abubakar et al., 2014; Cappiali, 2023). This iterative process ensures that camps continue to foster sustainable personal transformation and contribute meaningfully to organizational learning and community development (Paul and Quiggin, 2020).

7.2 Longitudinal impact assessment

To objectively evaluate and continually enhance program effectiveness, it is recommended that organizers implement a structured longitudinal tracking system for participant outcomes. This should integrate multiple follow-up points-such as at six and twelve months post-programme-to assess the sustainability of behavioural, cognitive, and attitudinal changes initiated during the camps (Sie et al., 2016; Tomasi et al., 2020).

Mixed-method approaches-combining participant surveys, in-depth interviews, focus groups, and group reflection sessions-can provide a more nuanced picture, capturing both measurable outcomes and rich narrative accounts of transformation (Cappiali, 2023; Holden and Fennell, 2013). Quantitative indicators could include validated scales for self-efficacy, emotional intelligence, and social connectedness (Gardner, 1999; Goleman, 1995), while qualitative components should elicit personal change stories and trace how values, skills, and leadership behaviours are applied in real-life contexts over time (Mezirow, 2000; Nitu and Ali, 2024).

Such evidence-based tracking enables identification of the programme elements with the most enduring impact-whether these are creative workshops, mindfulness practices, or peer networking mechanisms-and supports iterative design improvements in line with participant needs and changing societal contexts (Abubakar et al., 2014; Fennell and Bowyer, 2020). Importantly, documenting long-term trajectories reinforces programme credibility with policymakers, funders, and partner organizations, who increasingly expect data-driven proof of sustained outcomes before providing financial or logistical support (Paul and Quiggin, 2020; Tang, 2021).

Longitudinal evaluation is also central to aligning with global sustainable development goals in education, gender equality, and community resilience, by ensuring that the transformative effects of educational tourism extend beyond the immediate experience into lasting contributions to personal empowerment, organizational learning, and social integration (Maziliauske, 2024; Sakellari and Skanavis, 2013).

7.3 Practical integration and community engagement

Empowering participants to translate transformative learning into post-camp action is essential for sustaining personal growth and extending its benefits to the wider community. Research in educational tourism and social empowerment confirms that real-life application of new skills significantly strengthens the durability of transformation and cements identity shifts achieved in immersive learning environments (Bashir and Zafar, 2017; Nitu and Ali, 2024; Sie et al., 2016).

Camps should establish structured pathways for graduates to engage in community initiatives, workplace well-being projects, or local NGO activities. Participant-led projects can serve as living laboratories for applying competencies developed during the programme—such as leadership, collaborative problem-solving, and intercultural communication—identified in this study as core transferable skills. These initiatives mirror practices in community-based tourism education that foster mutual empowerment, social capital, and inclusive civic participation (Holden and Fennell, 2013; Sakellari and Skanavis, 2013).

Structured peer mentoring schemes can maintain and deepen the support networks formed during the camps, enabling sustained knowledge transfer and helping newer participants navigate personal or professional challenges (Cappiali, 2023; Tomasi et al., 2020). Such ongoing relational engagement increases both the individual's sense of agency and the resilience of the network itself-an effect particularly valuable in rural or underserved areas where professional opportunities and empowerment pathways are more limited (Al Mazro’ei and Badar, 2017).

In addition, participants can be encouraged to assume visible advocacy roles, sharing transformation stories in schools, media, and local governance settings. These public narratives not only inspire others but also contribute to a culture of openness about women's leadership, aligning with global gender equality and sustainable community development agendas (Fennell and Bowyer, 2020; Paul and Quiggin, 2020).

7.4 Cross-sector collaboration for sustainable impact

To expand reach and enhance systemic influence, camps should actively develop partnerships with organizations in education, sustainability, health, and gender equality. Evidence from sustainable tourism and social innovation research indicates that such multi-sector alliances improve access to resources, deepen programme content, and increase the long-term viability of empowerment initiatives (Abubakar et al., 2014; Maziliauske, 2024; Tomasi et al., 2020).

Potential collaborators include universities (for research support, curriculum enrichment, and student engagement), municipal bodies (for local policy alignment and resource sharing), business networks (for professional pathways and entrepreneurship opportunities), and international NGOs (for global advocacy and funding access). Embedding camp modules within broader organizational learning systems and public education initiatives can magnify the societal ripple effect-making transformative values and skills accessible to a wider, more diverse audience (Chau, 2021; Fennell and Bowyer, 2020).

Positioning camps as hubs of social innovation aligns with Cappiali’s (2023) vision of transformative-emancipatory pedagogy, where participants move from learners to change agents whose activities contribute to inclusive leadership and social justice. Linking the curriculum to the UN Sustainable Development Goals (SDGs) particularly SDG 5 (Gender Equality), SDG 4 (Quality Education), and SDG 11 (Sustainable Cities and Communities) ensures alignment with globally recognized development frameworks and strengthens programme legitimacy in the eyes of funders and policymakers.

Ultimately, a cross-sector, sustainability-oriented collaboration model not only elevates the quality and scope of the camp experience but also ensures that these programmes become recognized drivers of both local community resilience and international gender empowerment efforts (Holden and Fennell, 2013; Tang, 2021).

8 Limitations

This study acknowledges several methodological and contextual limitations that should be considered when interpreting the results regarding educational tourism experiences in women's camps.

First, the sample size (n = 67) and specific focus on six camps in a single national and cultural context restrict the generalizability of the findings to diverse populations and settings. The experiences and outcomes identified may not fully represent different geographic regions, cultural backgrounds, or mixed-gender programmes. Future research should expand participant pools, include comparative samples, and test the intervention in varied cultural and socioeconomic contexts to enhance transferability (Abubakar et al., 2014).

Second, data collection relied primarily on self-reported surveys and reflective narratives, which introduces possible response bias and social desirability effects. While qualitative insights provide depth, they may be influenced by participant expectations or retrospective perceptions. Including objective measures, external assessments, or triangulation with mentor/facilitator feedback would help strengthen the reliability of future research (Joseph and Newman, 2010; Cappiali, 2023).

Third, the follow-up assessment was limited to six months after camp participation. Although many outcomes appeared sustained within this period, longer-term longitudinal tracking (over several years) is needed to ascertain the persistence of behavioural, emotional, and value changes, as well as their impact on participants’ professional and personal trajectories (Sie et al., 2016; Tomasi et al., 2020).

Fourth, programme implementation varied between camp settings in terms of content emphasis, facilitation style, and group composition. This variation may affect the consistency of participant experiences and limit the comparability of outcomes. Future studies should aim for more standardised protocols or report fidelity metrics to allow meaningful cross-programme analysis.

Despite these limitations, the study provides robust preliminary evidence that structured, values-based educational tourism can foster holistic personal transformation, social integration, and women's empowerment. Addressing these constraints in future research will contribute to stronger, more generalisable, and methodologically rigorous models for transformative adult learning.

9 Implications for future research

Building on the insights and identified limitations of this study, several key directions for future research on educational tourism in women's camps are recommended:

9.1 Expanding the sectoral and cultural scope

Future studies should involve larger and more varied participant groups, including camps in different regions, countries, or cultural settings. Comparative research across sectors (e.g., education, healthcare, technology, rural vs. urban) can reveal how social, cultural, and professional environments shape transformative learning outcomes and women's empowerment (Abubakar et al., 2014).

9.2 Long-term and mixed-method evaluation

Research should extend longitudinal tracking beyond the six-month post-camp period, ideally following participants over several years. Employing mixed methods—quantitative surveys, qualitative interviews, external assessments—will offer a richer understanding of the durability and dynamics of personal and social transformation (Sie et al., 2016; Tomasi et al., 2020).

9.3 Including objective outcome measures

Incorporating external assessments (e.g., facilitator/mentor feedback, workplace performance indicators, peer evaluations) can strengthen the reliability of findings and reduce reliance on self-report bias. Objective markers of career advancement, leadership development, or community engagement should supplement subjective data (Joseph and Newman, 2010; Cappiali, 2023).

9.4 Programme fidelity and adaptation analysis

Systematic tracking of programme implementation differences—facilitation quality, group composition, curriculum emphasis—will help clarify which specific elements contribute most strongly to sustained change. Reporting on fidelity metrics and testing standardised vs. adaptive programme models will enrich theoretical and practical understanding.

9.5 Exploring digital and hybrid formats

As educational tourism increasingly integrates virtual tools and digital networking, research should assess the effectiveness, accessibility, and social impact of online or blended camp models, particularly for participants in geographically isolated or underserved contexts (Maziliauske, 2024).

9.6 Examining mechanisms of transformation

Future studies should investigate how emotional, social, and cognitive mechanisms interact to facilitate transformation. This could involve direct measurement of emotional intelligence, social capital, resilience, and agency, and exploring the mediating role of values, rituals, and peer relationships (Cappiali, 2023; Goleman, 1995).

By addressing these areas, future research will contribute to a deeper, more generalisable understanding of educational tourism as a transformative force—informing the design of inclusive, value-driven programmes that foster sustainable personal and social development across diverse populations and organisational contexts.

10 Conclusions

Participants in women-only educational tourism camps reported experiences associated with self-confidence, emotional awareness, social connectedness, and value shifts. These self-reported themes align with transformative adult learning theories (Mezirow, 1991, 2000) and holistic pedagogy approaches (Amonashvili, 1997, 1998, 2017).

Reported patterns included, sustained contact with camp peers (75% of follow-up responses, n = 38/50), with participants describing emotional support and collaborative activities (Sie et al., 2016; Tomasi et al., 2020).

Application of self-regulation and interpersonal skills in family, workplace, and community contexts, consistent with emotional intelligence and organizational learning literature (Goleman, 1995; Pitman et al., 2010).

Development of peer networks supporting leadership confidence and community engagement (Bashir and Zafar, 2017; Nitu and Ali, 2024).

These findings suggest potential alignment between educational tourism experiences and competencies valued in personal and professional development (Fennell and Bowyer, 2020; Holden and Fennell, 2013; Paul and Quiggin, 2020).

References

• 1

  AbubakarA. M.ShneikatB. H. T.OdayA. (2014). Motivational factors for educational tourism: a case study in northern Cyprus. Tour. Manag. Perspect.11, 58–62. 10.1016/j.tmp.2014.05.002

  • CrossRef
  • Google Scholar
  • View reference in article

• 2

  AmonashviliS. A. (1997). Psychological Bases of Pedagogy of Cooperation: Book for Teacher. Kiev: Education.

  • Google Scholar
  • View reference in article

• 3

  AmonashviliS. A. (1998). Gumanno-lichnostnyj Podhod k Detyam [Humanistic-personal Approach to Children]. Moscow: Prosveshchenie.

  • Google Scholar
  • View reference in article

• 4

  AmonashviliS. A. (1998). Gumanno-lichnostnyi podkhod k detyam [A humane-personal approach to children]. Voronezh: MODEK; Moscow: Institut prakticheskoi psikhologii.

  • Google Scholar
  • View reference in article

• 5

  AmonashviliS. A. (2010). Gumannaya pedagogika. Aktual’nye voprosy vospitaniya i razvitiya lichnosti. Kniga 1 [Humane pedagogy: Current issues of upbringing and personality development. Book 1]. Moscow: Amrita.

  • Google Scholar
  • View reference in article

• 6

  AmonashviliS. A. (2017). Osnovy gumannoi pedagogiki. Kniga 8. Iskusstvo semeinogo vospitaniya: Pedagogicheskoe esse [Foundations of Humane Pedagogy. Book 8. The Art of Family Upbringing: A Pedagogical Essay]. Moscow: Amrita-Rus.

  • Google Scholar
  • View reference in article

• 7

  AmonashviliS. A. (2017). Iskusstvo Semeynogo Vospitaniya: Pedagogicheskoe Esse [the art of Family Upbringing: Pedagogical Essay]. Moscow: Shkola Zhizni.

  • Google Scholar
  • View reference in article

• 8

  AthanA. M.MillerL. (2013). Motherhood as opportunity to learn spiritual values: experiences and insights of new mothers. J. Prenat. Perinat. Psychol. Health.27 (4), 220–253.

  • Google Scholar
  • View reference in article

• 9

  BashirS.ZafarH. (2017). Women empowerment through community development programs in balochistan. Baloch. Rev.37 (2), 239–252. Balochistan Study Centre, University of Balochistan, Quetta-Pakistan.

  • Google Scholar
  • View reference in article

• 10

  BraunV.ClarkeV. (2006). Using thematic analysis in psychology. Qual. Res. Psychol.3 (2), 77–101. 10.1191/1478088706qp063oa

  • CrossRef
  • Google Scholar
  • View reference in article

• 11

  CappialiT. M. (2023). A paradigm shift for a more inclusive, equal, and just academia? Towards a transformative-emancipatory pedagogy. Educ. Sci.13 (9), 876. 10.3390/educsci13090876

  • CrossRef
  • Google Scholar
  • View reference in article

• 12

  ChauS. (2021). Antecedents and outcomes of educational travel in higher education. J. Hosp. Leis, Sport Tour. Educ.29, 100331. 10.1016/j.jhlste.2021.100331

  • CrossRef
  • Google Scholar
  • View reference in article

• 13

  de Prada CreoE.ZhangB.SoliñoA. Q. (2023). Transformative Education for an Interconnected and Equitable World. Bethlehem: OJED/STAR.

  • Google Scholar
  • View reference in article

• 14

  FennellD. A.BowyerE. (2020). Tourism and sustainable transformation: a discussion and application to tourism food consumption. Tour. Recreat. Res.45 (1), 119–131. 10.1080/02508281.2019.1689131

  • CrossRef
  • Google Scholar
  • View reference in article

• 15

  FranklV. E. (1984). Man’s Search for Meaning: An introduction to Logotherapy. 3rd ed.New York: Washington Square Press.

  • Google Scholar
  • View reference in article

• 16

  GardnerH. (1999). Intelligence Reframed: Multiple Intelligences for the 21st Century. New York: Basic Books.

  • Google Scholar
  • View reference in article

• 17

  GolemanD. (1995). Emotional Intelligence: Why it can Matter More Than IQ. New York: Bantam Books.

  • Google Scholar
  • View reference in article

• 18

  HoldenA.FennellD. A. (2013). The Routledge Handbook of Tourism and the Environment. London: Routledge.

  • Google Scholar
  • View reference in article

• 19

  JosephD. L.NewmanD. A. (2010). Emotional intelligence: an integrative meta-analysis and cascading model. J. Appl. Psychol.95 (1), 54–78. 10.1037/a0017286

  • Pubmed Abstract
  • CrossRef
  • Google Scholar
  • View reference in article

• 20

  LundbergC.LexhagenM.ZiakasV. (2024). Popular culture tourism and destination development: local perspectives. Scand. J. Hosp. Tour.24 (1), 1–3. 10.1080/15022250.2024.2414243

  • CrossRef
  • Google Scholar
  • View reference in article

• 21

  MaziliauskeE. (2024). Innovation for sustainability through co-creation by small and medium-sized tourism enterprises (SMEs): socio-cultural sustainability benefits to rural destinations. Tour. Manag. Perspect.50, 101201. 10.1016/j.tmp.2024.101201

  • CrossRef
  • Google Scholar
  • View reference in article

• 22

  MahmoudiS.JafariE.NasrabadiH. A.LiaghatdarM. J. (2012). Holistic education: an approach for 21 century. Int. Educ. Stud.5 (2), 178–186. 10.5539/ies.v5n3p178

  • CrossRef
  • Google Scholar
  • View reference in article

• 23

  Al Mazro'eiS.BadarL. (2017). Questioning women’s empowerment through tourism entrepreneurship opportunities: the case of omani women [Doctoral dissertation].

  • Google Scholar
  • View reference in article

• 24

  MezirowJ. (1991). Transformative Dimensions of Adult Learning. Francisco: Jossey-Bass.

  • Google Scholar
  • View reference in article

• 25

  MezirowJ. (2000). Learning as Transformation: Critical Perspectives on a Theory in Progress. Francisco: Jossey-Bass.

  • Google Scholar
  • View reference in article

• 26

  NituN. A.AliH. M. (2024). Social transformation and women empowerment in shaheen akhtar’s the search: a critique. Quan. J. Soc. Sci. Hum.5 (2), 35–45. 10.55197/qjssh.v5i2.340

  • CrossRef
  • Google Scholar
  • View reference in article

• 27

  PaulL. A.QuigginJ. (2020). Transformative education. Educ. Theory.70 (5), 561–579. 10.1111/edth.12444

  • CrossRef
  • Google Scholar
  • View reference in article

• 28

  PitmanT.BroomhallS.McEwanJ.MajochaE. (2010). Adult learning in educational tourism. Aust. J. Adult Learn.50 (2), 219–239.

  • Google Scholar
  • View reference in article

• 29

  SakellariM.SkanavisC. (2013). Sustainable tourism development: environmental education as a tool to fill the gap between theory and practice. Int. J. Env. Sust. Dev.12 (4), 313–323. 10.1504/IJESD.2013.056316

  • CrossRef
  • Google Scholar
  • View reference in article

• 30

  SieL.PattersonI.PeggS. (2016). Towards an understanding of older adult educational tourism through the development of a three-phase integrated framework. Curr. Issues Tour.19 (2), 100–136. 10.1080/13683500.2015.1021303

  • CrossRef
  • Google Scholar
  • View reference in article

• 31

  SinghN. S.JakhaiaN.AmonashviliN.WinchP. J. (2016). Finding a way out”: case histories of mental health care-seeking and recovery among long-term internally displaced persons in Georgia. Transcult. Psychiatr.53 (2), 234–256. 10.1177/1363461515618813

  • CrossRef
  • Google Scholar
  • View reference in article

• 32

  SugitoS. (2024). A bibliometric analysis of transformative learning research: trends and developments from 1992 to 2023. Cogent Educ.11 (1), 2411092. 10.1080/2331186X.2024.2411092

  • CrossRef
  • Google Scholar
  • View reference in article

• 33

  TangC. F. (2021). The threshold effects of educational tourism on economic growth. Curr. Issues Tour. 24 (1), 33–48. 10.1080/13683500.2019.1694869

  • CrossRef
  • Google Scholar
  • View reference in article

• 34

  TomasiS.PaviottiG.CavicchiA. (2020). Educational tourism and local development: the role of universities. Sustainability12 (17), 6766. 10.3390/su12176766

  • CrossRef
  • Google Scholar
  • View reference in article

• 35

  YacekD. W. (2020). Should education be transformative?J. Moral. Educ., 49(2), 257–274. 10.1080/03057240.2019.1589434

  • CrossRef
  • Google Scholar
  • View reference in article