This research addresses the conceptual and methodological challenges of studying transformative learning within the context of international education. A comprehensive framework is employed to identify key dimensions of transformative learning, and a validated instrument (Beliefs, Events, and Values Inventory) is used to quantitatively assess those dimensions. The findings reveal that transformative learning in international education constitutes an interdependent change network across multiple dimensions. Notably, changes in one dimension significantly explain variations in other dimensions, illustrating the interconnectedness between students' evolving sense of self, worldview, knowledge evaluation, and experiential understanding. These findings carry significant implications for the field of international education, as well as for student learning and personal growth more broadly. To gain a deeper understanding of the transformative potential of international education, it is essential for scholars to adopt a comprehensive approach that encompasses the multiple dimensions of transformative learning. Focusing solely on constructs such as intercultural competence, global citizenship, and global mindset provides only a partial view of the larger change network associated with transformative learning. By expanding their understanding of transformative learning, scholars and practitioners can develop a more holistic perspective on the potential impact of international education, thereby better informing future research and practice in the field.
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