Impact of service-learning pedagogy on students’ learning outcomes

Abstract

International service-learning (ISL) has become a common practice of higher education institutions around the world. Research demonstrates a positive impact on students’ growth in multiple areas after participating in an ISL course. Literature finds student growth linked to certain ISL course designs but there has been limited comparison of courses from an East Asian perspective. Instead, much of the literature and frameworks developed around ISL comes from a North American perspective. This study mainly focused on students’ growth in five categories: Self-reflection, Working in Diverse Groups, Civic Engagement, Critical Thinking, and Cross-Cultural Awareness in the context of a University at Hong Kong. The study utilized qualitative individual interviews with a total of 16 students across four courses in Cambodia in the early summer of 2018. The study found that the service project itself was the most important component that contributed to student growth. Service project natures such as participation in cultural learning sites visits and interactions with local communities promoted students’ cross cultural awareness. Although some areas of growth were appeared to be lower than other areas, there was no question that students learnt and benefited from ISL. Limitations of the study, and implications for future research were discussed.