Is transformative learning possible in international service-learning?

Abstract

This qualitative study drew on Mezirow’s transformative learning theory to explore the impact of international service-learning (ISL) on transformative learning of students in one university in Hong Kong. The purposive sampling method was employed to select a total of 26 undergraduate students to be interviewed three to five months after their ISL experiences. Altogether, 31.3 hours of interviews were audiotaped and transcribed verbatim, and 35 reflective journals and final reports were received from 24 participants. The result is comparable to the literature; 10 participants (38%) demonstrated that they had experienced transformative learning in their ISL experiences. Most of the transformations occurred in personal aspects, then social, cultural, civic and intellectual aspects. None of the students demonstrated spiritual transformation or experienced re- evaluating cultural or ethnic identity, even though these had both been found in previous research. Over half of the respondents did not exhibit any transformative learning. However, according to Mezirow (2000), their reported gains and reflections are potentially transformative if accumulated over time. This indicates a need for further investigation and discussion.