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This phenomenological study investigated the influence that service-learning experiences had on levels of engagement among middle school students in international schools. Through examining the effects of service-learning opportunities on student engagement, this study provided evidence of the value that experiential learning had for adolescents. Service-learning programs have been shown to offer numerous benefits, including the development of critical thinking, communication skills, social awareness, identity development, and belonging (Burton & Winter, 2021).
Furthermore, this study explored the lived experiences of middle school teachers who had led school-based service-learning projects. By examining their experiences, the study showed the impact these programs had on perceived student engagement, as framed by Mezirow's (1991) theory of transformative learning. This study investigated international middle school service-learning teachers' perceptions of service-learning's impact on student engagement, and how it aligned with the theoretical framework of transformative learning.
This phenomenological study employed qualitative research methods to gather in-depth data on the experiences of middle school service-learning teachers. Semi-structured interviews were conducted with a purposive sample of teachers from an international school. The interviews focused on their perceptions of the influence of service-learning programs on student engagement, drawing on Mezirow's (1991) theory of transformative learning.
This study revealed that service-learning programs influenced student engagement in international middle schools by identifying common themes of perspective shifts undertaken by students, the integration of experiential learning, enhanced student empowerment, and a defined role for the educator. The findings of this research provided valuable insights into the impact of service-learning programs on student engagement. Furthermore, the study contributed to the understanding of transformative learning theory as it applied to adolescent education. Ultimately, the results of this investigation aim to help inform the future development of more effective service-learning initiatives within international school settings.