This trio-ethnography, grounded in transformative learning theory and comparative views, explores the academic paths and identity development of three international scholars from the Asian/Asian diaspora community. Transformative learning involves changing interpretations of experiences to influence future actions and critically evaluate perspectives, often sparked by disorienting dilemmas. While existing research emphasizes transformation through crises, this study examines whether such triggers can be positive, future-focused, and deliberately fostered in cross-cultural learning. The findings indicate that transcultural experiences can foster growth, assisting scholars in managing cultural dissonance, reshaping their identities, and gaining agency in academic and personal spheres through intentional transformation. The study compares commonalities and differences in transformative learning experiences and introduces a new perspective that highlights home culture as a vital factor in enabling transformative learning across cultures. These insights enrich the understanding of transformative learning as a dynamic, context-sensitive process, and suggest practical strategies to support current and aspiring international students and scholars.
Sun et al. (Thu,) studied this question.