A key promise of work-integrated learning (WIL) is to produce what Barnett (2012) terms 'ontological' learnings. These are dispositional changes important for knowers to become better able to cope with a changing and complex word. In this paper, we explore one attempt to produce dispositional changes through the case of the Global Classroom for Democratic Innovation (GCDI). Using a combination of quantitative survey and (mostly) qualitative interviews methods, the paper reflects on the degree and nature of the attitudinal change among student participants in the GCDI. Overall, this iteration of the GCDI produced small but consistent and positive evidence that it enhanced change agency. Particularly empowering for participants was the framing of change agency as taking action to bring local change for sustainability - in contrast with assumptions that wicked problems required political solutions at national of international level. Further, taking such action was not seen as ‘political’ or ‘activism’ by many, but was unpacked more in other language such building agency, doing good deeds, building communities. Students’ facilitators expressed much more empowerment than student participators, redeeming WIL as a learning approach. Notably, it was only in the research moment that the practices of empowerment experienced by students could be reflected on and integrated with ideas of change agency.