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International service-learning projects are opportunities for students to experientially learn about sustainable design engineering while they are focused on addressing specific community needs. When paired with auto-ethnographical research methods, students become co-creators in their pedagogical experience. This paper explores the impacts of attending a second international service learning trip for three sustainable design engineering students. Through a trio-ethnographic, ethics-approved study, a three-step reflexive framework was adopted to examine the experiences and the effects of participation in sustainable service learning projects that occurred in Honduras. By examining individual reflections and group discussions, three themes were identified by the students researchers: leadership development, the experience of returning, and enduring impacts on perceptions of sustainability and equity. Incorporating reflective activities before, during, and after international service learning experiences allow students to be more prepared, engaged, and reap long-term benefits. Engaging students in the conception, design, analysis, and writing of the research amplifies the learning experience. This article provides insights into how international service learning experiences shape professional trajectories and the personal growth of sustainable design engineering students. Additionally, it advocates for incorporating students as researchers in educational research.

The purpose of this integrative review is to provide a comprehensive review of ethical considerations for host communities and nursing programs in planning, implementing and evaluating global health experiences for nursing students. Global health experiences for nursing students are proliferating rapidly across university settings while at the same time decreasing the average time spent in the host country engaged with local communities. Global health experiences are an area where students can experience ethics as it is applied across varied contexts including resource limited international settings. As nursing education expands its global programming, exploring the ethical implications of designing, implementing and evaluating GHEs becomes pivotal to build respectful, sustainable relationships with global partners and best prepare nursing students for ethical professional practice in an interconnected world. We conducted an integrative review to examine ethical considerations in development of ethical global health experiences that benefit, rather than harm, host communities and participating nursing student guests. The search included articles published in English language, peer-reviewed journals between 1998 and 2021 that discussed ethics in the context of nursing students traveling internationally for global health experiences. Eighteen articles met criteria for review. Overall, findings demonstrate relatively little research specific to ethical engagement in global health experiences. The articles in this integrative review discussed a range of ethical attributes including reciprocity or collaboration, respect, sustainability or commitment, justice and openness. Recommendations based on research and non-research articles are provided. Ethical comportment in global health experiences requires careful planning, implementation and evaluation to assure an equitable and sustainable partnership between host community, faculty and nursing student guests.

This article analyses a GloCal Service-Learning experience conducted by a student from the University of Padova, during a 5-month mobility period in Brazil. The experience involved conducting educational meetings for in-service teachers and parents of children in conditions of high social vulnerability in the city of Juazeiro, Bahia. The meetings aimed to raise awareness about the importance of fostering healthy and psychologically stimulating environments during early infancy development. As part of a case study, the research focuses on teachers’ and parents’ evaluations of the meetings and the learning outcomes of the student involved. Qualitative data were analyzed using descriptive coding. Data analysis revealed, on the one hand, that both teachers and parents evaluated the meetings very positively and, on the other hand, the need to give the community a greater voice. With respect to student learning, the research highlighted that contextual immersion, language, and contextualized education—dimensions of the GloCal framework—emerged as interconnected and indispensable to translating care into practice. Despite its limitations, this experience offers valuable insights into how International Service-Learning can evolve into a truly intercultural and ethical practice, bringing care and GloCal responsibility to the heart of education.

International service learning, a form of service learning where students travel to developing countries to provide community services of varying types, has come to be common practice at universities throughout the Global North. This paper reports and discusses a case study focused on the ethical questions arising from current practice at one Canadian university. The study follows the path students take from their home university to their final placement. In the context of the political economy of North-South relations in a period of neoliberalism, the analysis considers the ethics of power differentials, reciprocity, accountability, student preparedness and qualifications in relation to host communities. The article concludes with a critique of post-secondary institutional involvement with and promotion of international service learning.

Background: International service-learning trips (ISLTs) are structured experiences in a different country where students interact and engage in cross-cultural dialog with others. Month-long ISLTs originating from North American or European medical schools enhance clinical acumen, cultural awareness, and global health familiarity. The impact of experiences shorter than 1 month or those that originate from Asia is unknown. We aimed to determine the impact of a short-term ISLT on medical students' clinical and cultural competence. Methods: At Duke-National University Singapore, we developed an ISLT incorporating peer-assisted learning and a 1-week on-site experience delivering supervised primary care, health screening, and health education in an underserved Southeast Asian community. Using a prospective controlled design, we assessed its impact on medical students' clinical and cultural competency using validated surveys. We compared medical students who participated in the ISTL (intervention group) to a control group of students before and after the ISTL experience. We analyzed responses using univariate analysis and the Kruskal-Wallis test. Results: Sixty-six students responded to the survey (100%). After the ISTL, the intervention group (n = 32) showed an increase in their ratings of clinical competency (preexperience mean = 3.39, postexperience mean = 3.81, P < 0.01) as well as an increase in their cultural competency domains (preexperience mean = 3.61, postexperience mean = 4.12, P < 0.01). Post the ISTL, students in the intervention group rated their clinical and cultural competency higher than the control group (n = 34) (clinical: intervention postexperience mean = 3.81, control postexperience mean = 3.30, P < 0.01; cultural: intervention postexperience mean = 4.12, control postexperience mean = 3.50, P < 0.01). After the ISTL, the intervention group reported increased ratings of self-efficacy (pre mean = 3.99, post mean = 4.29, P = 0.021), which were higher than the control group (pre mean = 4.29, post mean = 3.57, P < 0.01). Discussion: This short-term ISLT in an Asian medical school improved students' clinical and cultural competency and self-efficacy. Our findings suggest a positive impact of short-term ISLTs if designed and implemented with a student learning focus.

The purpose of this study was to explore the feasibility of international community service projects for students from Communication Science. The study used an online survey to examine students’perceptions. Data were collected voluntarily from 49 students taking part in service-learning project linked to empower people in rural areas, using open-ended questions. The results show various issues such as cultures, arts, diversity, environment, public health, and food security needed to be addressed in the program.With regards to the international service-learning, the students valued positively the program’s nature and raised some concerns including distance, cost, and cultural differences. The implementation of domestic community service may lack of preparation and clear instructions. Standardized procedures and guidelines of international service projects serve as key factors in optimizing the program’s benefit.

In August 2017, 27 residents from four Nicaraguan and four Guatemalan communities met in Managua, Nicaragua, to discuss their experiences hosting International Service Learning (ISL) groups from the Global North. Despite having many positive recollections, these host community representatives identified a number of issues of concern. This article describes the background to this encuentro (gathering), the issues raised, and the solutions identified in order to encourage Global South host organizations to become better able to articulate their expectations of their Northern visitors and to insist that Northern-sending agencies become more responsive to the expectations of their Southern hosts. En août 2017, 27 résidents de quatre communautés nicaraguayennes et quatre communautés guatémaltèques se sont réunis à Managua, au Nicaragua, pour discuter de leurs expériences en tant qu’organisateurs de groupes d’apprentissage par le service international (International Service Learning, ISL) du nord global. En dépit de nombreux souvenirs positifs, ces représentants de la communauté d’accueil ont identifié un certain nombre de problèmes. Ce document décrit le contexte de cet encuentro (rassemblement), les problèmes soulevés et les solutions identifiées afin d’encourager les organisations hôtes du Global South à mieux exprimer leurs attentes vis-à-vis de leurs visiteurs du nord et à insister pour que les agences d’envoi du nord deviennent plus réactives aux attentes de leurs hôtes du sud.

Service learning is promoted by higher education institutions as a pedagogy that contributes to social justice ideals by providing opportunities for students and community members to engage and cooperate with one another in ways that are mutually beneficial. In international service learning programmes, the interaction typically takes place between students from developed countries who visit and provide assistance to communities in developing countries and in so doing contribute to social justice ideals. Whilst students’ reflections have been documented expansively, the views and experiences of community members have received less attention, casting a shadow over the claim to social justice. This article explores the perceptions and experiences of staff from organisations who have hosted international students over a number of years. Adopting a qualitative approach and an exploratory design, independent field workers interviewed staff from host organisations. The participants shared uncertainty about students’ motives, observations of students’ emotional responses, interpretations related to race and views about the perceived benefits and challenges of service learning. The findings indicate the value of community voices and reflection opportunities and ways in which the feedback could enhance programme processes, practices and outcomes. Recommendations in relation to the practice of international service learning and further research are included.Transdisciplinary ContributionThis article contributes to the body of emerging literature that captures the perspective of host organisations.

This project sought to investigate the learning that comes about from the intersection of outbound mobility experience programs (OMEs) with service learning in pre-service teacher education settings. The aim of the program of international service learning in the case study was to encourage pre-service teachers to rethink potentially ethnocentric assumptions. The guiding research question was, ‘What outcomes ensue from the combination of OMEs and service learning for pre-service teachers?’ The focus of the paper was on OMEs that took place in China and Malaysia. Findings included that the combined program aided development of global mindedness, learning by being there, teacher experience in a new context and the development of a professional identity in the participating students.

This book examines how educators internationally can better understand the role of education as a public good designed to nurture peace, tolerance, sustainable livelihoods and human fulfilment. Bringing together empirical and theoretical perspectives, this insightful text develops new understandings of education for sustainable development and global citizenship (ESD/GC) and illustrates how these might impact on educational research, policy and practice. The text recognizes the ESD/GC as pivotal to the universal ambitions of UNESCO’s Sustainable Development Goals, and focuses on the role of teachers and teacher educators in delivering the appropriate educational response to promote equity and sustainability. Chapters explore factors including curriculum design, values and assessment in teacher education, and consider how each and every learner can be guaranteed an understanding of their role in promoting a just and sustainable global society. This book will be of great interest to academics, researchers, school leaders, practitioners, policy makers and students in the fields of education, teacher education and sustainability.