The concluding chapter offers concrete proposals to higher education professionals and internationalisation practitioners aimed at addressing key issues flagged in previous chapters. The straightforward test for a spiritual approach to study abroad programmes is checking for intentionality, enhanced appreciation of glocalisation, and personal, spiritual growth. Beginner’s mind and non-dualistic thinking are key attitudes essential to such a learning experience and negative capability or the ability to be at ease amid ambiguity is proposed as a worthy learning outcome. Thereafter, the chapter explores how reintroducing spiritual learning can aid the project of decolonising knowledge. The spiritual approach allows us to relax the key assumption of human reason being designed to dominate nature and opens the way for science and education to be radically supportive of environmental conservation. On a promising note, we find that an understanding of well-being that is no longer restricted to material acquisition is garnering favour globally. The chapter concludes by proposing a study abroad programme—a flâneurship—modelled on the spiritual approach to internationalisation, and some ways by which we can assess impact for further learning.
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