本文以自我探究的取向（self-study approach），探析研究者結合問題導向學習（Problem-based Learning）與專題導向學習（Project-based Learning）所設計的國際服務學習與實習課程。研究者先分析VUCA（充滿易變性、不確定性、複雜性、混沌不明/模糊性）世代下跨國競合人才的特質，藉此說明個案系所所欲培養之國際文教人才的關鍵能力；其次說明該課程所面臨的挑戰與思考，及選擇問題導向與專題導向學習模式的緣起；再之說明課程設計理念，一個雙重專題導向與問題導向學習規畫；繼之是課程設計，包含成長型心態與團體動力形塑、探索全球化世代下的跨文化理解與溝通理念、陌生環境探索以磨練觀察力且挑戰勇氣與團隊合作、服務對象解密與需求分析、方案規畫之策略規畫與試行、方案執行，以及方案檢討、成效評估與反思。最後進行反思後提出對教師、課程與教學設計、研究的相關建議。

This article uses self-study approach to explore the problem-based learning and project-based learning in the preparatory courses for international service-learning and overseas internship. The author introduces the origin of the preparatory courses for cultivating talents for international education affairs as well as the challenges and rationales for adopting these two learning models. The lesson units illustrate growth mindset forming, group dynamic shaping, cross-cultural understanding and communication, unfamiliar environmental, project planning, implementation and check. Suggestions are given in the terms of teachers, curriculum and pedagogy design, and research.