Curricular and pedagogical features influencing international service-learning outcomes

Abstract

International service-learning (ISL) is a form of experiential learning combining service-learning, study abroad and international education. It has been hailed as an effective pedagogy to facilitate students’ intercultural competence and global citizenship development, enabling them to excel in an increasingly interconnected and globalized world. However, critics argue that the pedagogy, if poorly implemented, could potentially reinforce prejudice and discrimination. While some research has looked into factors that affect ISL outcomes, empirical studies on how course and pedagogical features affect students’ learning from ISL are scanty. This study aims to bridge the gap in literature on factors influencing ISL outcomes. The specific research question is: What were the salient curricular and pedagogical features of ISL that facilitate students’ learning outcomes from the students’ perspective? This study was conducted in a large public university in Hong Kong, using individual semi-structured interviews with a total of 44 students. The study identified nine key curricular and pedagogical features in ISL programmes that promote students’ learning outcomes and offered insights on how to develop and deliver an ISL programme that maximizes learning outcomes from the students’ perspectives. Limitations of the study, and implications for practice and future research were discussed.