This study aims to introduce a theoretical model to investigate students’ ratings of their sense of belonging (SB) following their experience of a service learning activity. Specifically, this study examines the relationship between individual service learning components (i.e. practical skills (PS), interpersonal skills, citizenship and personal responsibility (PR)) and students’ satisfaction and then their subsequent SB.
This study explores how service learning can lead to increased satisfaction among local and non-local students, which in turn creates an SB at the university. Based on experiential learning theory, the study surveyed 96 participants who participated in a service learning activity and found that participation in such activity contributed to students’ satisfaction, which in turn affected their SB.
The results revealed that participants valued PS and PR aspects of the service learning activity. However, the results also found that there was no difference between local and non-local students in how satisfaction translated into an SB.
The insights gained from this study are beneficial to international branch campuses and policymakers on how to foster an SB among students while also providing a foundation for further investigation into diverse educational contexts and disciplines to effectively validate the impacts of service learning. As a whole, this study contributes to developing effective strategies that foster a more supportive academic environment.
The study is novel in the sense that it is one of the pioneering studies that explored the underlying factors and how pedagogical approaches can influence students' SB. Meanwhile, this study also examined how an SB is developed among students enrolled at offshore campuses as well as differences between the experiences of local and non-local students. These areas are relatively underexplored in the existing literature.
Introduction
University life is a transformative journey marked by academic challenges, personal growth and the pursuit of future aspirations. However, an issue that often goes unnoticed but significantly impacts students' overall well-being is the lack of a sense of belonging (SB) (Maunder, 2018; Lawson and Lawson, 2013). Belonging can be viewed as an important psychological need and is crucial in the establishment of strong relationships with others (Maunder, 2018). Previous studies suggested that a sense of belongingness in higher education contexts is associated with students' effort, attention, self-confidence, persistence, motivation, academic engagement, achievement and enjoyment of learning activities (Pedler et al., 2022; Gillen-O’Neel, 2021; Maunder, 2018; Ulmanen et al., 2016). Hence, it is paramount for students to engage emotionally in learning activities to see themselves as part of the educational community. The consequences of students feeling disconnected from their university community and disengaged from their learning are significant and multifaceted; among all the potential consequences, students’ academic performance may suffer because of decreased motivation and may escalate into influencing their decision to drop out of their studies (Pedler et al., 2022; Finn and Zimmer, 2012).
While numerous studies have been conducted to understand the subject matter, a few gaps remain. To start with, existing studies on the SB predominantly focus on its conceptualization itself and explore its impacts on student retention, with relatively few exploring its underlying factors or how pedagogical approaches can influence it (e.g. Ahn and Davis, 2023; Ahn and Davis, 2020; van Gijn-Grosvenor and Huisman, 2020; Gillen-O’Neel, 2021). For instance, service learning that engages students in service activities outside the classroom to enhance understanding of course content, appreciation of discipline and sense of civic responsibility may play a role in promoting an SB (Petkus, 2000). Through service activities, students may form meaningful connections with peers, faculty and community members, thereby fostering an SB through shared goals and collective action. Meanwhile, despite the popularity of the service learning application, it has been noted that there is little attention to the actual result of the pedagogy, thereby resulting in the lack of concrete resources for faculty members who work in or wish to explore service learning (Salam et al., 2019). Thus, further research into how modern teaching and learning strategies such as service learning could foster students’ SB is needed to develop a clearer understanding.
In addition, it has also come to our attention that the existing studies on students’ sense of belongingness primarily focused on student populations as a whole, often overlooking the distinct experiences of specific student groups (e.g. Campbell et al., 2022; Rodriguez and Blaney, 2021; Allen et al., 2021; Gopalan and Brady, 2019). While these studies provide valuable insights into the factors that foster an SB, they rarely differentiate between the experiences of local and non-local students. This oversight is significant, as non-local students are expected to experience a higher level of acculturative stress (which may arise from homesickness and perceived discrimination) that could ultimately lead to isolation and helplessness (Tian, 2017). The lack of studies addressing these distinctions represents a critical research gap, suggesting the need for a more nuanced understanding of how the SB is experienced by different student demographics, particularly in diverse academic settings.
Moreover, another research gap lies in the limited understanding of how an SB is developed among students enrolled at offshore campuses. Distinct from domestic university settings, offshore campuses present students with the challenge of navigating multiple cultural contexts simultaneously, requiring them to integrate the academic, social and cultural norms of both the offshore campus and the host country (Shams and Huisman, 2011). The offshore campus experience, therefore, may influence students’ feelings of connectedness and affect their SB in unique ways.
To address the gaps mentioned, this study aims to introduce a theoretical model to investigate students’ rating of SB following their experience of a service learning activity. We also seek to identify if the interplay between variables varies between local and non-local students who enrolled in an Australian offshore campus located in Malaysia.
Literature review
Service learning
Service learning is an educational approach that focuses on the experience of learners with an assumption that “experience is the foundation for learning; and various forms of community service are employed as the experiential basis for learning” (Morton and Troppe, 1996, p. 3). That said, service learning can be seen as an important mechanism that allows for a more active and engaged role of the students than in a passive classroom setting (Dewey, 1938). Similar to learning approaches such as internship and volunteerism, service learning finds its root in the experiential learning theory proposed by Dewey (1938) that emphasizes “learning by doing.” Subsequently, the concept was extended by Kolb (1984), who introduced an experiential learning cycle that has been widely adopted by service learning scholars (Salam et al., 2019). In particular, Kolb (1984) claims that effective learning occurs through a continuous cycle of the following phases, where each phase builds upon the last:
Concrete experience: The first stage of learning occurs at this phase in which learners encounter a new experience or reinterpret a past experience. Learners will be actively involved and immersed in the real-world situations tasked by the instructors.
Reflective observation: Following the teaching and learning activities, learners step back and reflect on their learning experiences from various perspectives. They may observe, analyze and assess their involvement and outcomes of the activities.
Abstract conceptualization: The reflection then gives rise to the formulation and/or modification of new concepts and ideas among the learners. The new knowledge sought may be used to guide their future actions.
Active experimentation: Finally, at this stage, learners apply the knowledge acquired from this learning experience in real-world situations, testing their understanding and effectiveness. Based on the outcomes of their actions, they may revisit the cycle.
Based on the aforesaid, in an ideal situation, teaching and learning activities should be designed in such a way that allows students to touch base on the four phases of the experiential learning cycle and take them through the whole process in sequence.
Service learning activities and students’ satisfaction
The benefits of service learning are promising and are beneficial to different stakeholders who are directly involved in the project (Salam et al., 2019). Notwithstanding, students are deemed the primary beneficiaries as they are active participants in any service learning projects. While varied potential outcomes are noted, the positive impacts can be broadly divided into two skill areas – those that affect the professional and practical skills (PS) development of students (Toncar et al., 2006). For instance, on the note of professional skills development, service learning has been proven effective for students’ academic learning and knowledge application as it connects classroom learning theories and real-life problems (Fair and Delaplane, 2015). As service learning projects normally require students working on a specific community problem in groups, the pedagogy also inculcates vital skills in areas such as communication skills, leadership and teamwork, critical thinking, problem-solving and project management skills (Resch and Schrittesser, 2023; Chiva-Bartoll and Fernández-Rio, 2022; Long and Gummelt, 2020). Further, in this regard, previous studies also documented the effectiveness of service learning in cultivating students’ PS, which can be beneficial in the future workplace (e.g. Chiva-Bartoll and Fernández-Rio, 2022; Mtawa et al., 2021; Marshall et al., 2015). Unlike in a traditional classroom setting, service learning programs create a practical learning environment to transform that allows students to apply their knowledge, broaden their perspective on the practical world and challenge their personal values (Tijsma et al., 2020; Marshall et al., 2015).
Importantly, service learning also holds significant potential to inform policy-making in terms of teaching innovation (Salam et al., 2019). Particularly in the context of an international branch campus, students, no matter local or non-local, tend to experience challenges in adapting to a foreign-branded educational model within a local environment (Tran et al., 2023). Consequently, many international branch campuses struggle to reconcile the imported educational models of their parent institutions with the local contexts, thereby failing to prepare students for the local market (Ding, 2019). Against this backdrop, service learning may offer a practical means to localize foreign pedagogical approaches by integrating community empowerment-related activities into academic units. Direct interaction with local communities can enhance the relevance of learning and also bridge the cultural gap between international curricula and local issues. Given that service learning can be beneficial for different stakeholders (e.g. community members who are involved as service recipients; faculty members who act as facilitators, organizers and coordinators between academic institutes and community members and participating students), the pedagogy may also potentially enhance the role and reputation of the campuses within the local higher educational landscape (Latif et al., 2024).
In sum, the ultimate priority of adopting service learning remains the quality of the students' learning experience. For the teaching strategy to be effective, it must be perceived by students as a valuable and meaningful pedagogy (Gelmon et al., 2001). Particularly, Toncar et al. (2006) posit that there are four dimensions of service learning activities that students are concerned with when it comes to assessing their experience – PS, interpersonal skills (IS), citizenship and personal responsibility (PR). The elaboration on these four dimensions is as below:
PS: The hands-on competencies that students acquire for being involved in the service learning activities. Examples of these transferable skills are critical thinking, conflict resolution and connecting theory with practice.
IS: The ability that enables students to interact, communicate and collaborate with other individuals in different social and professional settings. The immersive nature of service learning may give rise to personal growth as well as better leadership and communication skills.
Citizenship: Students’ sense of responsibility cultivated following the service learning activities participated in. The commitment to contribute positively to society may be associated with areas such as students’ understanding of cultural and racial differences and their level of community involvement.
PR: The commitment students develop to take ownership of their own actions. It encompasses the students’ trustworthiness, caring behavior, compassion, etc.
Numerous studies have proven that students’ evaluation of learning activities induces their satisfaction level. For instance, Violante and Vezzetti (2015), Zapko et al. (2018), Fatani (2020), Strelan et al. (2020) and Ajibade and Hayes (2024) discovered that students’ evaluation of learning activities such as web-based interactive learning applications, simulation teaching approaches, web videoconferencing, flipped classroom and LEGO® Serious Play® method provokes their satisfaction. In sum, it can be seen that students’ evaluation of different learning activities provides valuable insights into their effectiveness. Aligned with the discussion and in accordance with the four dimensions of service learning activities, the following hypotheses are formulated:
Students’ evaluation of the practical skills dimension of a service learning activity affects their satisfaction level toward the activity.
Students’ evaluation of the interpersonal skills dimension of a service learning activity affects their satisfaction level toward the activity.
Students’ evaluation of the citizenship dimension of a service learning activity affects their satisfaction level toward the activity.
Students’ evaluation of the personal responsibility dimension of a service learning activity affects their satisfaction level toward the activity.
Satisfaction and sense of belonging
SB is often regarded as a fundamental psychological need, as individuals tend to seek positive affective interactions in a stable and enduring context (Maslow, 1962). The concept is important in the higher education context, as an SB is linked to motivation, academic self-confidence, academic engagement and achievement (Pedler et al., 2022; Ulmanen et al., 2016). Essentially, an SB reflects how connected and supported the students perceive themselves as the members of the university, and it has a strong connection with how motivated students are in terms of their academic learning (Gillen-O’Neel, 2021; Lawson and Lawson, 2013). While this dynamic psychosocial construct is based on students’ perception of their educational context, it can also be significantly influenced by interpersonal relationships (Maunder, 2018). Importantly, fostering the SB in the higher education context requires an interaction of environmental, social and cognitive factors that contribute to students’ feelings of connectedness and sense of purpose toward their studies and career aspirations (Meehan and Howells, 2019). With this in mind, students’ satisfaction with their learning experience often goes hand in hand with a welcoming campus environment (Fan et al., 2020). Logically, when students feel satisfied with the learning activities, they tend to feel involved and connected with the university community, thus having a stronger SB. This speculation also aligns with Kaplan and Kaplan (2003, p. 1484) that highlights “people are more reasonable, cooperative, helpful, and satisfied when the environment supports their basic informational needs.” While conducted in different contexts, previous studies have also demonstrated that the link between satisfaction and an SB is closely related (e.g. Bui et al., 2022; Di Masso et al., 2017; Seyitoğlu and Çevik, 2016; Winter-Collins and McDaniel, 2000). In accordance with the above, it is hypothesized that:
Students’ satisfaction level toward the activity affects their sense of belonging.
Local/non-local as a potential moderator
With the acceleration of globalization, universities are becoming more diverse and have seen the number of students from abroad increase. Notwithstanding, in most cases, non-local students tend to experience social isolation, finding it challenging to forge meaningful connections (Zheng et al., 2023; Curtin et al., 2013). Meanwhile, some non-local students opt to form ties with co-nationals with whom they share similar cultural experiences instead of with local students (Andrade, 2006). Consequently, local and non-local students often live in parallel social worlds (Glass and Westmont, 2014), and the absence of such social ties may preclude the ability of non-local students to feel connected with the campus community (Kashima and Loh, 2006). Accordingly, it is speculated that the locality of students may moderate the interplay between satisfaction and students’ SB. The following hypothesis is proposed.
The positive relationship between students’ satisfaction level toward the activity and their sense of belonging will be stronger (or weaker) if they are local (or non-local).
The conceptual model of this study is illustrated in Figure 1:
The figure shows a vertically oriented box titled “Dimensions of Service Learning” on the left. Inside this box, four ovals are shown stacked vertically and labeled from top to bottom as follows: “Practical Skills”, “Interpersonal Skills”, “Citizenship”, and “Personal Responsibility”. From “Practical Skills”, a right-pointing arrow labeled “H 1 (a)” points to an oval labeled “Satisfaction”. From “Interpersonal Skills”, a right-pointing arrow labeled “H 1 (b)” points to “Satisfaction”. From “Citizenship”, a right-pointing arrow labeled “H 1 (c)” points to “Satisfaction”. From “Personal Responsibility”, a right-pointing arrow labeled “H 1 (d)” points to “Satisfaction”. From “Satisfaction”, a right-pointing arrow labeled “H 2” points to an oval labeled “Sense of Belonging”. Above the “H 2” arrow, an oval labeled “Local or Non Local” is present, with a downward arrow labeled “H 3” pointing toward the “H 2” arrow.Conceptual model of the study (Figure by authors)
The figure shows a vertically oriented box titled “Dimensions of Service Learning” on the left. Inside this box, four ovals are shown stacked vertically and labeled from top to bottom as follows: “Practical Skills”, “Interpersonal Skills”, “Citizenship”, and “Personal Responsibility”. From “Practical Skills”, a right-pointing arrow labeled “H 1 (a)” points to an oval labeled “Satisfaction”. From “Interpersonal Skills”, a right-pointing arrow labeled “H 1 (b)” points to “Satisfaction”. From “Citizenship”, a right-pointing arrow labeled “H 1 (c)” points to “Satisfaction”. From “Personal Responsibility”, a right-pointing arrow labeled “H 1 (d)” points to “Satisfaction”. From “Satisfaction”, a right-pointing arrow labeled “H 2” points to an oval labeled “Sense of Belonging”. Above the “H 2” arrow, an oval labeled “Local or Non Local” is present, with a downward arrow labeled “H 3” pointing toward the “H 2” arrow.Conceptual model of the study (Figure by authors)
Methodology
Sampling and data collection
This study was conducted at an Australian branch campus in Malaysia. We employed purposive sampling in which only undergraduate students enrolled in a common core unit that focuses on team leadership and community services were considered. As part of the curriculum design, students were tasked for empowering the Indigenous community by organizing an Indigenous awareness event that featured an exhibition and an Indigenous food sale on campus in May 2024. The activity was designed to offer opportunities for students to develop the four dimensions of service learning:
PS: Students were required to apply critical thinking skills in planning logistics, managing resources and solving problems that arise during the event. Conflict resolution may come into play to resolve potential miscommunications with peers and/or community members. Students would also need to apply marketing, event planning and cultural theories learned in class to the execution of the market.
IS: Students were required to liaise with diverse stakeholders during the activity. Consequently, these interactions provided opportunities for students to hone their verbal and non-verbal communication skills, particularly in cross-cultural contexts. Meanwhile, being a group project, students would also need to support one another in completing tasks and resolving interpersonal dynamics.
Citizenship: The activity allows students to engage directly with Indigenous communities (i.e. the vendors), which could ultimately deepen their understanding of cultural and racial diversity. In addition, the activity also creates awareness within the wider community, encouraging students to reflect on social issues and foster cultural sensitivity.
PR: Students were entrusted with real responsibilities of promoting the Indigenous culture. By empowering students with real-world projects, it encouraged students to take ownership of their actions and decisions, thereby fostering accountability.
Students were organized into groups, each group taking care of different aspects of the event. Prior to the event, the students were also required to meet up with the Indigenous representatives to discuss the event setup. An online questionnaire was distributed after the event to all participating students to inquire about their learning experience. Informed consent was obtained from all respondents. This study was approved by the Human Research Ethics Review Board under reference HRE2024-0161.
Instrument
All constructs were measured using items adapted from previous studies. In total, 20 items of students’ evaluation on the 4 dimensions of service learning activities were adapted from Toncar et al. (2006), 4 items of satisfaction were adapted from Bhattacherjee (2001) and 7 items of SB were adapted from Meeuwisse et al. (2010). All measurement items were measured using a seven-point Likert scale ranging from one (strongly disagree) to seven (strongly agree). Demographic questions, including gender, year of study, course of study and locality, were also included in the questionnaire. The questionnaire items can be found in Appendix.
Analytical method
To assess the hypothesized relationships, this study employed the partial least squares structural equation modeling (PLS-SEM) approach using SmartPLS 4.0 software. PLS-SEM is a robust multivariate analysis technique widely used for predictive modeling and hypothesis testing, particularly when working with complex models and smaller sample sizes. This method was chosen due to its ability to simultaneously estimate the measurement and structural models while addressing issues of non-normality and multicollinearity (Hair et al., 2017).
Results
Descriptive statistics
Out of 107 students who enrolled in this unit, 96 completed and valid surveys were returned. The respondents comprise 57.3% male and 42.7% female. Regarding their current year of study, 3.1% are in Year 1, Semester 1; 6.3% in Year 1, Semester 2; 21.9% in Year 2, Semester 1; 26% in Year 2, Semester 2; 37.5% in Year 3, Semester 1 and 5.2% in Year 3, Semester 2. The respondents were predominantly studying commerce (72.9%), followed by engineering and sciences (14.6%), and humanities and health sciences (12.5%). Meanwhile, 60.4% of the respondents identified themselves as local, while 39.6% identified as non-local.
Measurement model assessment
The measurement model was first assessed to ensure the reliability and validity of the constructs. Six latent constructs were evaluated: citizenship (CS), IS, PR, PS, SB and satisfaction (ST). The assessment adhered to established guidelines for evaluating measurement models (Hair et al., 2017). As shown in Table 1, the composite reliability (CR) of all constructs exceeds the threshold of 0.7, indicating strong internal consistency. Convergent validity was assessed using average variance extracted (AVE), where all constructs reported AVE values above the recommended minimum of 0.50. The item loadings were also evaluated, with all indicators demonstrating significant loadings exceeding the minimum acceptable threshold of 0.70. Table 1 provides a summary of the loadings, AVE and CR values for each construct.
Loadings, AVE and CR
| Construct | Items | Loadings | AVE | CR |
|---|---|---|---|---|
| Citizenship (CS) | CS1 | 0.932 | 0.877 | 0.954 |
| CS2 | 0.945 | |||
| CS3 | 0.945 | |||
| CS4 | 0.923 | |||
| Interpersonal skills (IS) | IS1 | 0.870 | 0.811 | 0.926 |
| IS2 | 0.908 | |||
| IS3 | 0.888 | |||
| IS4 | 0.935 | |||
| Personal responsibility (PR) | PR1 | 0.890 | 0.848 | 0.914 |
| PR2 | 0.925 | |||
| PR3 | 0.947 | |||
| Practical skills (PS) | PS1 | 0.912 | 0.781 | 0.965 |
| PS2 | 0.901 | |||
| PS3 | 0.847 | |||
| PS4 | 0.849 | |||
| PS5 | 0.893 | |||
| PS6 | 0.890 | |||
| PS7 | 0.907 | |||
| PS8 | 0.895 | |||
| PS9 | 0.857 | |||
| Sense of belonging (SB) | SB1 | 0.801 | 0.697 | 0.929 |
| SB2 | 0.839 | |||
| SB3 | 0.848 | |||
| SB4 | 0.841 | |||
| SB5 | 0.827 | |||
| SB6 | 0.881 | |||
| SB7 | 0.803 | |||
| Satisfaction (ST) | ST1 | 0.937 | 0.852 | 0.948 |
| ST2 | 0.976 | |||
| ST3 | 0.814 | |||
| ST4 | 0.958 |
Source(s): Table by authors
Discriminant validity was assessed using the heterotrait-monotrait ratio of correlations (HTMT). All HTMT values were below the threshold of 0.90 (Henseler et al., 2015), indicating adequate discriminant validity among the constructs. The HTMT values are presented in Table 2. The results of the measurement model evaluation support the reliability and validity of the constructs for subsequent structural model analysis.
Structural model assessment
The structural model was evaluated to examine the hypothesized relationships among constructs. The collinearity of the model was assessed using the variance inflation factor (VIF). All VIF values are well below the threshold of 5, indicating no multicollinearity issues in the structural model. The path coefficients and their significance were assessed through a bootstrapping procedure with 5,000 subsamples. Table 3 summarizes the results of the hypothesis testing. As shown, PS and PR had a significant positive effect on satisfaction, supporting H1a (β = 0.407, p < 0.01) and H1d (β = 0.340, p < 0.01). However, IS and citizenship did not significantly influence satisfaction, resulting in the rejection of H1b (β = −0.017, p = 0.455) and H1c (β = 0.192, p = 0.074). Satisfaction demonstrated a strong and significant positive effect on the SB, confirming H2 (β = 0.834, p < 0.001). Lastly, the interaction term between local/non-local and satisfaction did not have a significant impact on SB, resulting in the rejection of H3 (β = −0.209, p = 0.344). This indicates that the relationship between satisfaction and an SB is not moderated by whether students are local or non-local. In essence, the results demonstrated that PS and PR were students’ main educational emphasis when participating in the service learning activity and would contribute to their satisfaction level. Ultimately, their level of satisfaction would be translated into their SB, and the effect did not differ between students of different localities.
Hypothesis testing
| Hypothesis | Relationship | Std. Beta | Std. Error | t-value | p-value | VIF | Decision |
|---|---|---|---|---|---|---|---|
| H1a | PS → ST | 0.407 | 0.156 | 2.606** | 0.005 | 4.365 | Supported |
| H1b | IS → ST | −0.017 | 0.148 | 0.113 | 0.455 | 4.680 | Not supported |
| H1c | CS → ST | 0.192 | 0.133 | 1.447 | 0.074 | 4.657 | Not supported |
| H1d | PR → ST | 0.340 | 0.139 | 2.447** | 0.007 | 4.274 | Supported |
| H2 | ST → SB | 0.834 | 0.179 | 4.661*** | 0.000 | 3.767 | Supported |
| H3 | LOC*ST → SB | −0.209 | 0.220 | 0.947 | 0.344 | Not supported |
Note(s): PS: practical skills, ST: satisfaction, IS: interpersonal skills, CS: citizenship, PR: personal responsibility, SB: sense of belonging and LOC: locality. *p < 0.05, **p < 0.01 and ***p < 0.001
Source(s): Table by authors
Discussion
The purpose of this study was to explore the relationship between service learning activities and students’ satisfaction, as well as the subsequent influence on their SB. Specifically, the study investigated the four dimensions of service learning activities (PS, IS, citizenship and PR) and their influence on students’ satisfaction. This study further examined the role of satisfaction in fostering an SB and the moderating effect of students’ locality (local/non-local) on this relationship.
The findings confirm that two dimensions of service learning, namely PS and PR, positively and significantly contribute to students’ satisfaction. This aligns with the broader literature that emphasizes service learning as a pedagogical approach that connects theoretical knowledge to real-world applications, thereby enhancing academic learning and professional development (Fair and Delaplane, 2015; Toncar et al., 2006). When students perceive that they are acquiring PS and developing a stronger sense of PR, they are more likely to view the learning activities as meaningful and fulfilling. These dimensions resonate with the notion that meaningful learning occurs when students perceive the pedagogy as valuable and relevant to them (Gelmon et al., 2001). This further suggests that students’ perceptions of practical skill development and PR may serve as key indicators of the quality and success of service learning programs. As such, the results underscore the importance of designing service learning activities that emphasize hands-on tasks and self-accountability.
This study did not find support for the effects of IS and citizenship on students’ satisfaction. One possible explanation for this finding is that while service learning activities often involve teamwork and promote community engagement, these dimensions may not have as immediate or tangible an impact on students’ satisfaction as practical and personal development aspects do. Prior research has shown that soft skills, such as teamwork, empathy and conflict resolution, often require intentional facilitation to develop effectively in group settings (Jackson, 2015). Without structured opportunities to engage with and reflect on these skills, students may not perceive them as directly contributing to their satisfaction. Additionally, group work experiences are frequently marked by frustration and dissatisfaction, as students report uneven participation, unclear roles, and interpersonal conflicts (Medaille and Usinger, 2020; McKay and Sridharan, 2024). These negative experiences could reduce the perceived value of community-oriented objectives and dilute the potential impact of IS and citizenship on overall satisfaction. Furthermore, students’ varying levels of motivation and interest in group work and community engagement can significantly influence their engagement, contributing to the diversity of experiences and, ultimately, their satisfaction levels. From a different perspective, the insignificant results may also be reflective of the campus setting. Given that this research was conducted as a case study involving a sample size of 96 students from a single international branch campus, the nature of the student cohort may play a role in influencing the perceived relevance of these dimensions.
Furthermore, the findings support that students’ satisfaction with service learning activities positively influences their SB. This aligns with prior research (Fan et al., 2020; Kaplan and Kaplan, 2003; Bui et al., 2022), which suggests that a satisfying learning experience fosters students’ connection to their learning environment. When students feel valued and engaged in service learning activities, they are more likely to identify with their university community, which in turn enhances their overall SB. This highlights the critical role of satisfaction as a key driver for fostering inclusivity and campus engagement. Lastly, the finding suggests that students’ locality (local/non-local) does not moderate the relationship between students’ satisfaction and their SB. This indicates that the positive influence of satisfaction on the SB transcends cultural or geographical differences. Regardless of whether students are local or non-local, their SB appears to depend more on their satisfaction with the learning activities than their background or location. This implies that well-designed service learning activities that address students’ needs and expectations can foster an SB for all students, irrespective of their locality.
Implications
From a theoretical perspective, this study recognized the nuanced relationship between students’ evaluation of service learning activities and their satisfaction, particularly in an international branch campus setting. Subsequently, students’ level of satisfaction affects their SB. It reinforces the idea that integrating service learning activities in teaching enhances students’ SB, recognizing the potential of this teaching pedagogy. The framework employed in this study may also serve as a robust foundation for similar future studies and academic discourse.
Practically, this research advocates service learning as a means for international branch campuses to approach students' SB. Specifically, PS and PR should be given much emphasis in establishing the connection among students’ learning environment, peers and the community. For example, instructors may assign students specific roles in service learning projects that could foster a sense of ownership (e.g. project coordinator, logistics head, marketing managers, etc.) and highlight that these roles are critical to the project’s success. As such, it may enhance students' feelings of importance and responsibility while they apply course knowledge to real-world problems. Furthermore, this research also offers policymakers tangible evidence that service learning could support curriculum redesign and localizing teaching innovation. For instance, international branch campuses may establish policies that embed the pedagogy into strategic teaching plans, thereby leading to more robust teaching frameworks for quality education and community-university partnerships.
Limitations and future research
While the present study offers valuable insights, it is important to outline a few limitations that may hinder the generalizability of the results. Firstly, this is a cross-sectional study that only captured students’ perspectives at a single point in time. Future studies are encouraged to utilize a pre-post study design to allow for a more precise analysis of changes following students’ participation in a service learning activity. Secondly, this study relied solely on online questionnaires and self-reported data, which may potentially introduce biases. Future studies may consider qualitative methods for a more comprehensive understanding of the subject matter. Finally, the population of this study was limited to undergraduate students who were enrolled in a common core unit offered at an offshore campus in Malaysia, indicating the need for caution when applying the results to a broader educational setting. Hence, comparative studies that consider diverse education contexts and disciplines would be valuable to validate the effectiveness of service learning.
This work was supported by the Office of Learning and Teaching, Curtin University Malaysia under the Curtin Malaysia Community. The funder had no role in the study design, data collection and analysis, decision to publish or preparation of the manuscript.
References
Appendix Questionnaire items
Practical skills
PS1: Applying knowledge to the “real world”
PS2: Problem analysis and critical thinking
PS3: Social self-confidence
PS4: Conflict resolution
PS5: Ability to assume PR
PS6: Workplace skills
PS7: Skills in learning from experience
PS8: Organizational skills
PS9: Connecting theory with practice
Interpersonal skills
IS1: Personal growth
IS2: Ability to work well with others
IS3: Leadership skills
IS4: Communications skills
Citizenship
CS1: Understanding cultural and racial differences
CS2: Social responsibility and citizenship skills
CS3: Community involvement
CS4: Ability to make a difference in the community
Personal responsibility
PR1: Caring relationships
PR2: Being trusted by others
PR3: Empathy and sensitivity to the plight of others
Satisfaction
ST1: Very dissatisfied/Very satisfied
ST2: Very displeased/Very pleased
ST3: Very frustrated/Very contented
ST4: Absolutely terrible/Absolutely delighted
Sense of belonging
SB1: I feel I can be myself at this university
SB2: I feel that I fit in with the other students at this university
SB3: I can talk with fellow students about my interests and activities
SB4: I feel that my family values are accepted by fellow students
SB5: My appearance (language, accent and looks) is accepted by fellow students
SB6: I feel accepted by fellow students
SB7: I feel that I belong in this course program
