Student learning is in part a function of engagement. However, not all environments are conducive to student engagement. Study abroad (SA) is one mechanism identified to enhance student engagement. Additionally, it has been hypothesized that SA in sustainability, where students critically reflect on their beliefs, may yield higher engagement. In this investigation we test the added value of SA and SA in sustainability on engagement. In a 2x2x2 factorial design we empirically test the effects of time (pre-post) location (abroad-home campus) and content (sustainability - non-sustainability) on student engagement. Results indicate SA programs achieve higher levels of student engagement than courses on campus, and that sustainability content may facilitate engagement. These results have implications for the positioning of education abroad within higher education as a means to give students broader global perspectives, and as a mechanism for more effective student engagement.
