Abstract
The genesis of this paper occurred in mid-2024, when the lead author - and Geography field school lead - considered how they could not only better understand the impacts of international-focused pedagogical practice but include transdisciplinary students as partners (SaP) in academic scholarship related to Geography-focused field schools. Most studies on international field schools have written about participants rather than with participants, and therefore opportunities for students to directly contribute to field school pedagogies have remained limited. Using a new 2-week sustainable development field school set in Malaysia as an exploratory case study, students from diverse disciplines, including Law, Tourism Management, Secondary Education and Creative Writing share their reflections and perspectives as co-authors of this study. The insights gained from this study shed light on how participants from different disciplines experience and make meaning of a Geography field school, even if their prior knowledge of Geography is limited. Critically, their experiences additionally underscore how undergraduate students can be encouraged and empowered to participate in pedagogical research as partners, particularly as they will be primarily impacted by the learning outcomes international field schools offer.