International Service Learning Experiences in Developing Countries

Cross-cultural learning experience has been evidenced to enable ones to strengthen cultural competency which is crucial for their personal development. Rather than just providing international exposure, incorporating service learning components into a cross-cultural setting can create more impact on ones’ learning. 

 

Multicultural service learning can be seen as an experiential opportunity for students to strengthen their cultural competency and meet the needs of the disadvantaged or underrepresented people in the international community (Flannery & Ward, 1999). 

 

Lai’s (2009) study also found that Hong Kong pre-service teacher students who participated in a 7-week service learning project in a developing country established genuine relationship with local villagers, appreciated cultural differences, concerned about underprivileged minority groups and cared about the needs of the community. 

 

Casey’s (2008) study on Irish nursing students’ learning experiences of a service learning placement undertaken in a developing country also demonstrated that students become more culturally aware and socially responsible as well as caring for people after completing thirty hours of service learning activities. 

 

Souers’s (2009) study on two medical teams of nursing students travelling to a third world country to provide medical assessment and treatment also indicated that students not only gained valuable knowledge of adapting clinical experience in the third world country, but also learnt to appreciate cultural differences, understand the meaning of volunteerism and value their own culture. 

 

These findings support the benefits of conducting service learning activities in developing countries. Individuals can strengthen more of their cultural competency, sensitivity, caring to the community as well as grasp a better understanding of underprivileged people living in developing countries and promote social responsibilities. 

 

On the contrary, people and minorities in developing countries can receive support and care from the students. This implies that if students’ knowledge and skills are adequately matched with the needs of the community in the developing countries, it can bring huge benefits to both the individuals involved and the community (Law, 2018).

 

Reference 

1. Casey, D., & Murphy, K. (2008). Irish nursing students’ experiences of service learning. Nursing & health sciences, 10(4), 306-311.

2. Flannery, D., & Ward, K. (1999). Service learning: A vehicle for developing cultural competence in health education. American Journal of Health Behavior, 23(5), 323-331.

3. Lai, K. H. (2009). Developing leadership and cultural competency through service exposure attachment program. New horizons in Education, 57(3), 105-118.

4. Souers, C. (2009). Nursing field studies: Nursing students and service learning in a third world setting. AURCO Journal, 15, 29-39.

5. Law, Y. L. (2018). The Learning Experiences of Student Mentors in Service Learning Program: A Case Study of Student Mentors in the Education University of Hong Kong Developing Communication, Collaboration, and Leadership Skills through Participating in the Leadership Enhancement and Development (LEAD) Service Learning Program (Doctoral dissertation, Northeastern University Boston).