https://doi.org/10.1177/1028315318814571 Journal of Studies in International Education 2019, Vol. 23(1) 49–65 © 2018 European Association for International Education Article reuse guidelines: sagepub.com/journals-permissions DOI: 10.1177/1028315318814571 journals.sagepub.com/home/jsi Article Transformative Learning Through International Project-Based Learning in the Global South: Applying a Students-as-Partners Lens to a “High-Impact” Capstone Tracy Fortune 1 , Shinead Borkovic 1 , Anoo Bhopti 1 , Renee Somoza 1 , Ha Chan Nhan 2 , and Shabnam Rangwala 3 Abstract This article explores the development of students as global citizens, using a Students- as-Partners (SaP) approach in which the partnership focused beyond academic staff in regions that have, politically and geographically, been referred to as the “global south.” We explored the experience of Australian occupational therapy students partnering in a project-based learning internship with community health leaders in India and Vietnam to advance health service needs. In contrast to their previous experiences of studentship in Australia, students felt uneasy with the perception by others of being “all knowing.” This added to the challenge of being creative in contexts where there were limited resources and perceived difficulties in applying their global north understandings. Despite the challenges, these students appear to have navigated a cultural learning journey emerging with new insight into their own and others subjective world views. Keywords transformative learning, project-based learning, internationalization of teaching, learning and research, mobility of students and academic staff, study abroad, occupational therapy, higher education, students as partners 1 La Trobe University, Melbourne, Victoria, Australia 2 Hue University, Vietnam 3 Able Disabled All People Together, Mumbai, India Corresponding Author: Tracy Fortune, Associate Professor, School of Allied Health, La Trobe University, Melbourne, Victoria, Bundoora, 3086, Australia. Email: T.Fortune@latrobe.edu.au 814571JSI XX X 10.1177/1028315318814571Journal of Studies in International EducationFortune et al. issue-article 2018