International Journal of
Information and Education Technology

Abstract

This international service learning project aimed to enhance post-disaster living environment and sustainable community development while enhancing student’s learning experience and developing desirable graduate attributes. A total of 40 undergraduate and postgraduate students from multiple disciplines participated in this project. Pre-trip preparation workshops were organized according to four key themes, namely 1) water supply, 2) wastewater treatment, 3) health and safety education, and 4) GPS mapping. During the stay in Nepal, the students conducted GPS surveying, water supply mapping, health and hygiene teaching, toilet and house rebuilding projects, family visits, engagement activities, as well as cultural exchange workshops. Both qualitative and quantitative assessments were given to students at different programme stages, including reflective journals, questionnaires, and group interviews. Students’ learning outcomes are holistically evaluated under scope of academic learning, service experience, and personal development. The results suggest that realisation of global citizenship, understanding local context and problems, application of engineering knowledge in real-life situation, and interpersonal communication skills in a culturally diversified environment were the most significant learning outcomes. We compared the feedback of this voluntary programme with those of mandatory programmes, and highlighted the similarities and discrepancies for the purpose of enhancing students’ experiential learning in future programmes.