This presentation reports on the first implementation of a photovoice intervention within an undergraduate psychology of motivation course in Egypt. Photovoice, an arts-based participatory method, has been increasingly used to support critical reflection and identity exploration in higher education (Wang & Burris, 1997; Hergenrather et al., 2009). Guided by Mezirow's transformative learning theory (Mezirow, 1991, 2000), the intervention invited students to use photography and narrative to document and reflect on motivational challenges and strengths in their lives.


A total of 14 students engaged in the project, which revealed a common developmental trajectory: initial resistance and hesitancy, followed by gradual openness, deeper engagement, and transformative outcomes. Students' final reflective essays highlighted themes of connectedness, expansion of perspective, increased self-awareness, and the recognition of cultural influences on motivation. A unique cultural finding was the way vulnerability manifested differently in a collectivist context (Hofstede, 2001). Unlike accounts from more individualistic classrooms where vulnerability is expressed openly, Egyptian students described cautious, measured sharing as a form of vulnerability that still facilitated growth and meaning-making.


The presentation will discuss both the process and outcomes of the intervention, with particular attention to how cultural context shapes transformative learning experiences. Implications for integrating photovoice pedagogy in psychology and cross-cultural educational settings will also be outlined.