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The Impact of International Service-Learning on Students' Development in Intercultural Sensitivity.

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Title: The Impact of International Service-Learning on Students' Development in Intercultural Sensitivity.
Authors: Lee, Perry B. Y.1, Zhuoheng Luo2, Camus, Rina Marie1, Ngai, Grace3,4, Chan, Stephen5
Source: Journal of Higher Education Outreach & Engagement. 2025, Vol. 29 Issue 2, p147-165. 19p.
Subject Terms: *Multicultural education, *Student development, *Transformative learning, *Service learning, Statistical significance, Cultural competence, Thematic analysis
Abstract: We examined the impact of international service-learning (ISL) on students' development of intercultural sensitivity. Participants were undergraduate students of a Hong Kong university (N = 132) who enrolled in a credit-bearing ISL course with service projects in Africa, Southeast Asia, and Mainland China. The research is primarily qualitative but also employs quantitative methods. Students were asked to write their views about the host country both before and after their service trip. Through thematic analysis of the responses, we developed a framework for intercultural sensitivity with four levels. Categories adopted from literature about intercultural competence or development were used to code the data set. Results revealed statistically significant differences in levels of intercultural sensitivity before and after ISL experience. Postexperience data further showed higher levels of intercultural sensitivity in the Southeast Asia and Africa groups than in the Mainland China group. Potential factors and implications are discussed. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Higher Education Outreach & Engagement is the property of University of Georgia, Office of the Vice President for Public Service & Outreach and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: The Impact of International Service-Learning on Students' Development in Intercultural Sensitivity.
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Higher+Education+Outreach+%26+Engagement%22">Journal of Higher Education Outreach & Engagement</searchLink>. 2025, Vol. 29 Issue 2, p147-165. 19p.
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  Data: *<searchLink fieldCode="DE" term="%22Multicultural+education%22">Multicultural education</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+development%22">Student development</searchLink><br />*<searchLink fieldCode="DE" term="%22Transformative+learning%22">Transformative learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Service+learning%22">Service learning</searchLink><br /><searchLink fieldCode="DE" term="%22Statistical+significance%22">Statistical significance</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+competence%22">Cultural competence</searchLink><br /><searchLink fieldCode="DE" term="%22Thematic+analysis%22">Thematic analysis</searchLink>
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  Data: We examined the impact of international service-learning (ISL) on students' development of intercultural sensitivity. Participants were undergraduate students of a Hong Kong university (N = 132) who enrolled in a credit-bearing ISL course with service projects in Africa, Southeast Asia, and Mainland China. The research is primarily qualitative but also employs quantitative methods. Students were asked to write their views about the host country both before and after their service trip. Through thematic analysis of the responses, we developed a framework for intercultural sensitivity with four levels. Categories adopted from literature about intercultural competence or development were used to code the data set. Results revealed statistically significant differences in levels of intercultural sensitivity before and after ISL experience. Postexperience data further showed higher levels of intercultural sensitivity in the Southeast Asia and Africa groups than in the Mainland China group. Potential factors and implications are discussed. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
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  Data: <i>Copyright of Journal of Higher Education Outreach & Engagement is the property of University of Georgia, Office of the Vice President for Public Service & Outreach and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Text: English
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        StartPage: 147
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              Text: 2025
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