本研究目的旨在反思「國際教育」的觀念和行動，以建議有效建 構我國之國際化人才。本研究方法以兩個在柬埔寨服務的國際非政府 組織（NGO）與學校合作的服務學習方案為個案研究，透過NGO 的 批判分析視角，藉以反思學生當如何增強地理區域（尤其發展中國 家）和國際知能的廣度和深度。研究成果一方面區分國際教育之規範 性概念和實踐性意義，發現兩者在學科、議題、以及執行組織層次之 內涵皆有所不同。另方面發現，學校結合NGO 於發展中國家豐富的 發展議題處理經驗與跨文化管理知能，接納NGO 的多元批判和反思 觀點，有助於增強服務學習方案和教學方法的應用，可深化學生在國 家認同、國際理解、全球競合力、和全球責任感等國際知能的內涵， 拓展其地理區域的認識，使之更有能力面對21 世紀全球化和區域化 局勢激變下的國家處境和國際競合挑戰。

The research aims to reflect on the notions and actions of international education, in order to effectively develop human resources in Taiwan to fit the internationalized world. Accordingly, a case study is conducted on the service-learning projects of two international non-governmental organizations (NGOs) operating in Cambodia in cooperation with overseas schools. A major objective is to critically review how students from rich industrial countries can effectively strengthen their interactive understandings of a developing country. The study differentiates the two domains of the concepts of international education: normative notions and instrumental meanings, which are different from each other in terms of different subjects, issues in focus, and implemental agencies. On the other hand, the findings show that overseas schools in partnership with NGOs have better result in the implementation of serving-learning activities. By means of NGOs’ abundant experience of international development and cross-cultural management in developing countries, overseas students’ understanding of international education can be greatly enhanced to be more capable to face the changes and challenges in the globalized and regionalized world in the 21st century.