Place-based learning during the ‘field course abroad’ in higher education of geography

University-level geography education benefits from direct, field-based learning beyond traditional lectures. For nearly three decades, the elective university course Field Course Abroad (FCA) has offered students intensive multi-day excursions to foreign regions. This paper presents the long-term concept, organizational framework, and didactic value of FCA, alongside feedback from 31 participants across fourteen iterations. Most respondents were students or graduates of teacher education programs. Qualitative analysis using MaxQDA revealed three core clusters. The organizational – social cluster highlights the preparatory phase, destination selection, and the role of teamwork and group dynamics. The didactic cluster emphasizes place-based and peer learning, enhancing geographical knowledge and understanding of spatial relationships. The critical cluster reflects individual concerns, such as accommodation, food, and program intensity. Students rated the course highly, valuing both its academic relevance and socio-emotional benefits, including informal learning, interpersonal interactions, and supportive teachers. The FCA’s long-term success demonstrates that this model of preparation and implementation provides an effective framework for higher education institutions aiming to integrate international field-based learning into their curricula.