International International Service Learning to Promote Quality Education and Sustainable Communities in Thailand

International Service Learning to Promote Quality Education and Sustainable Communities in Thailand

Abstract

Quality education and sustainable communities are central to achieving the United Nations Sustainable Development Goals (SDGs), particularly SDG 4 and SDG 11. Higher education institutions are increasingly encouraged to contribute to these goals through innovative pedagogical approaches that combine academic learning with community engagement. This study examines an International Service Learning Program implemented in Thailand, designed to promote quality education and sustainability awareness through short-term international community engagement. Grounded in Service Learning Theory, Experiential Learning Theory, and Transformative Learning Theory, the program integrated participatory educational activities, sustainability workshops, and structured reflection over a three-day intensive period. A qualitative research design was employed, utilizing observations, student reflection journals, focus group discussions, and community feedback. The findings indicate enhanced educational engagement among community participants, increased sustainability awareness, strengthened community–university partnerships, and significant development of global competence and reflective capacity among students. The integration of theoretical frameworks provides insight into how short-term international service learning can generate meaningful educational and social outcomes when designed with participatory, experiential, and reflective principles. The study concludes that international service learning programs, even with limited duration, can effectively contribute to quality education and sustainable community development while fostering transformative learning experiences for students.
Keywords: international service learning; experiential learning; transformative learning; quality education; SDGs