How international service-learning shapes student development and what drives it

International service-learning (ISL) has become an increasingly widespread pedagogical approach which combines academic learning, international exposure, and community engagement. While prior research has documented many potential outcomes of ISL, much of the existing literature has focused on Western contexts, program designer perspectives, or individual disciplines. Less attention has been given to how students themselves perceive the outcomes of ISL and the factors that shape these outcomes, particularly in Asian contexts.

A new study by researchers from The Hong Kong Polytechnic University, published on March 13 2026, in ECNU Review of Education (https://journals.sagepub.com/doi/10.1177/20965311261421650) bridges this gap by examining learning outcomes and influencing factors of international service-learning  from the perspectives of students in Hong Kong SAR, China. The study aims to answer two central questions: what outcomes students reported from  ISL participation, and which elements of ISL programs they perceived as most influential in shaping those outcomes. The qualitative study is based on the experiences of 18 undergraduate students from different academic disciplines who participated in ISL programs in in diverse locations across Asia and Africa.

Findings reveal that ISL programs produce four main categories of student learning outcomes: interpersonal, personal, civic, and academic. Among these, interpersonal outcomes emerged most frequently and included teamwork effectiveness, openness in interacting with others, and the development of intercultural competencies. Many students emphasized their increased ability to collaborate with peers from different backgrounds and to communicate and work effectively in multicultural contexts. Interactions with host community members played a significant role in developing these skills.

Personal outcomes were also prominently reported. Students described heightened self-awareness, improved self-management, reinforced or reshaped personal values, and greater confidence. Experiences of living and working in unfamiliar environments prompted students to reflect on their assumptions, adapt to challenges, and appreciate resources often taken for granted in their home context. Civic outcomes, though less frequently mentioned than interpersonal and personal outcomes, included increased motivation to engage in community service and a heightened sense of global citizenship. Some students reported greater interest in global affairs and a stronger awareness of social issues beyond their home country. Academic outcomes were also identified, particularly the application of classroom knowledge to real-world contexts and gaining new perspectives on academic learning.

In addition to identifying outcomes, the study also explored the factors that students believed contributed most to their learning. Five key factors consistently emerged across interviews. Interaction and immersion in the host community was cited by all participants as central to their ISL experience. Students emphasized that direct, sustained engagement with local community members made their learning meaningful and distinct from tourism or classroom-based learning.

Team rapport and dynamics were also identified as an important factor. Positive teamwork provided emotional support and facilitated collaboration, while weak group dynamics negatively affected students' experiences. Intersubjective reflection, especially group-based reflection activities, helped students process their experiences and deepen their understanding of themselves and others. Teachers' support and example were highlighted as influential, with students valuing instructors' guidance, engagement, and personal involvement in service and reflection activities. As Camus et al. note, "connection with peers and teachers can also strongly impact student learning… connectedness in service-learning is not only about interpersonal connectedness but also about connectedness between learning and service." Finally, students emphasized the importance of engaging in meaningful service that was perceived as useful and relevant to host communities and closely linked to academic learning.

This student-centric study provides qualitative evidence that complements existing research on ISL. The findings underscore the importance of well-designed programs that prioritize community engagement, teamwork, reflection, academic integration, and faculty involvement. While the study acknowledges limitations, it offers valuable guidance for improving ISL program design. As universities continue to seek ways to prepare students for an interconnected world, this research underscores the potential of ISL as a powerful tool for holistic education.