培養大學生的跨文化能力日益成為高等教育中的重要部分。為此，高等教育機構已發展出多樣的教學活動，海外服務研習是其中一項舉措。不少研究發現，海外服務研習可以提升大學生在認知、情意及行為三方面的跨文化能力。然而鮮有研究分解不同層面的因素（個人、方案設計、服務國家特點）對各個維度的跨文化能力（認知、情意、行為）有何影響。本研究通過訪問參加同一海外服務研習活動的位香港大學生，對此展開深入探討。結果發現，在認知維度，參加者呈現出表層學習、深層學習、自我反思學習三種類型。國家和地區差異對表層學習及自我反思學習的影響明顯，學生個人特點如開放與主動的態度、與人溝通的意願等，對學生獲取深層學習有較大幫助。在情意維度，大部分大學生保持他們對文化差異的接受態度，但是，當大學生與當地人產生衝突且衝突未能化解時，較易轉變為防守的立場。在行為維度，參加者經歷了適應當地生活與適應人際互動方式的過程，相對較短的時間（二至四個星期）令參加者採取臨時策略應對挑戰。行前籌備以及與當地機構之合作對大學生適應亦有助益。

Nurturing students’ intercultural competence has increasingly become an important component in higher education. Higher education institutions have developed various teaching and learning strategies and international service-learning is one such initiative. Much research has reported the positive role of international service-learning (ISL) in promoting undergraduates’ intercultural competence. However, less research has examined how different factors (personal, program, and service site) shape individual students’ development of intercultural competence in various domains (cognition, affect, and behavior). The present study investigated the issue by conducting interviews with fifteen Hong Kong undergraduates. The findings showed that, in the cognitive domain, the participants reported surface learning, deep learning and self-reflective learning. The sharp contrast between the service sites and Hong Kong helped the participants to obtain surface learning and trigger their reflective learning; personal characteristics such as open attitude and willingness to communicate with others, helped the participants to deeply examine cultural issues. In the affective domain, most participants maintained an acceptance attitude throughout the programs, yet those participants involved in unresolved conflict reported a defensive attitude. In the behavior domain, the participants adopted temporary strategies to respond to the challenges in the overseas service sites over a short period. Pre-trip training and support from local volunteers also helped the participants to adapt quickly.