Service-Learning with Intergenerational and Cross-Cultural Social Interactions: A Study of University Students in Hong Kong

Background: Service-learning (SL) is an experiential educational approach integrating community service with academic study and personal growth. It is valued in higher education for enhancing student learning and development. Including intergenerational and cross-cultural engagement can promote social interaction between students and the community, although it also comes with challenges. Purpose: This paper reports on an investigation of the benefits and challenges of implementing SL projects with intergenerational and cross-cultural communication. Methodology/Approach: This study employed a mixed method combining quantitative and qualitative approaches to analyze survey results, student reflective reports for the course, and interview data. Findings/Conclusions: The outcomes encompassed enhancing professional skills, practical experience, and exploration of career options. Additionally, the analysis highlighted the positive impact of SL on students’ personal development. Furthermore, implementing SL projects with intergenerational and cross-cultural social interaction presented several challenges, including communication barriers among generations, resistance from interviewees who may be distracted, and cultural barriers for international students. Implications: In conclusion, this paper provides discussion and suggestions regarding designing and implementing SL projects within the human-computer interaction course. These insights are beneficial for enhancing the delivery of SL practice, particularly within the dynamic contexts of intergenerational and cross-cultural social interaction.