This article reflects on three international service-learning (ISL) programs conducted between 2018 and 2025 in collaboration with universities in Japan, Singapore, and the United States, for the purpose of designing more effective ISL projects in the coming years.Through the reflection, the author argues that the success of ISL depends largely on student motivation and emphasizes several key factors for maintaining it.Specifically, motivation is best supported when English communication is framed as challenging but achievable, when students clearly understand the significance of their participationwhether through community contribution or internship-like experiencesand when time is carefully managed to allow for both preparation and engagement.
ローゼンバウム 知佳 (2026) studied this question.