本研究旨在探討高等教育中服務學習（Service-Learning, S-L）對知識建構之影響，並深入剖析其運作機制、影響因子，以及多元利害關係人在形塑學習成果中之角色。本研究立基於體驗學習理論、轉化學習理論及社會建構主義觀點，提出三項核心假設：（H1）服務學習能創造超越傳統課室學習的多重知識建構契機；（H2）服務學習之成效受方案設計與情境條件之調節；（H3）服務學習中的知識建構乃透過學生、教師及社區夥伴間之協作互動而生成。

本研究採混合研究法（mixed-methods research design）。量化研究部分，針對香港某大學修習服務學習課程之334名大學生進行前後測問卷調查，以評量七大核心學習範疇：學科專業知識、溝通技巧、組織能力、社交勝任力、問題解決能力、研究技能及公民導向。質性資料則透過17場焦點團體訪談（共69名學生參與）及學生反思日誌之文本分析所得。

量化結果顯示，學生在七項學習範疇皆呈現統計上顯著之提升，其中以學科專業知識之增益最為顯著。質性分析歸納出七個相互交織的學習面向，並凸顯「反思」作為將經驗轉化為知識之核心機制。研究結果進一步證實，服務學習中的知識建構本質上具備協作性，涵蓋教師、教學助理、社區夥伴及服務對象之參與。然而，學習成效顯著受到方案設計要素（如課程目標對準度、反思活動結構及社區參與時長）之影響。

綜合上述研究發現，本研究提出「參與式知識共創動態生態系統」（Dynamic Ecosystem of Engaged Knowledge Co-Creation）理論框架，將服務學習概念化為一迭代、協作且具轉化性之知識建構歷程。該框架確立批判性反思為學習之核心驅動力，並強調利害關係人與情境條件間之相互依存性。本研究不僅增進對高等教育中模式二（Mode 2）及模式三（Mode 3）知識建構之理解，亦提供服務學習連結學術學習與公民參與之實證支持。總結而言，設計周全的服務學習方案能有效提升學術學習、個人發展及民主公民素養，賦能學生應對複雜之社會挑戰。

This study examines the impact of Service-Learning (S-L) on knowledge construction in higher education, with particular attention to its mechanisms, influencing factors, and the roles of multiple stakeholders in shaping learning outcomes. Grounded in experiential learning theory, transformative learning theory, and social constructivist perspectives, the study addresses three central hypotheses: (H1) Service-Learning creates opportunities for multiple forms of knowledge construction beyond traditional classroom learning; (H2) the effectiveness of Service-Learning varies according to program design and contextual conditions; and (H3) knowledge construction in Service-Learning emerges through collaborative interactions among students, faculty, and community partners.

A mixed-methods research design was adopted. Quantitative data were collected from 334 undergraduate students enrolled in Service-Learning courses at a university in Hong Kong using pretest–posttest questionnaires measuring seven learning domains: subject-related knowledge, communication skills, organization skills, social competence, problem-solving skills, research skills, and civic orientation. Qualitative data were obtained through 17 focus group interviews involving 69 students and through analysis of students' reflective writings.

Quantitative findings indicate statistically significant improvements across all seven learning domains, with notable gains in subject-related knowledge. Qualitative analysis reveals seven interconnected areas of learning, highlighting reflection as the central mechanism through which experience is transformed into knowledge. The findings further demonstrate that knowledge construction in Service-Learning is inherently collaborative, involving faculty members, teaching assistants, community partners, and service recipients. However, the effectiveness of learning outcomes is significantly shaped by program design elements such as alignment with course objectives, the structure of reflection activities, and the duration of community engagement.

Based on the integrated findings, this study proposes a theoretical framework—the Dynamic Ecosystem of Engaged Knowledge Co-Creation—which conceptualizes Service-Learning as an iterative, collaborative, and transformative process of knowledge construction. The framework positions critical reflection as the core driver of learning while emphasizing the interdependence of stakeholders and contextual conditions. The study contributes to the understanding of Mode 2 and Mode 3 knowledge construction in higher education and provides empirical evidence of Service-Learning’s capacity to bridge academic learning with civic engagement. Overall, the findings suggest that well-designed Service-Learning programs can enhance academic learning, personal development, and democratic citizenship, preparing students to address complex societal challenges.

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