International service-learning projects are opportunities for students to experientially learn about sustainable design engineering while they are focused on addressing specific community needs. When paired with auto-ethnographical research methods, students become co-creators in their pedagogical experience. This paper explores the impacts of attending a second international service learning trip for three sustainable design engineering students. Through a trio-ethnographic, ethics-approved study, a three-step reflexive framework was adopted to examine the experiences and the effects of participation in sustainable service learning projects that occurred in Honduras. By examining individual reflections and group discussions, three themes were identified by the students researchers: leadership development, the experience of returning, and enduring impacts on perceptions of sustainability and equity. Incorporating reflective activities before, during, and after international service learning experiences allow students to be more prepared, engaged, and reap long-term benefits. Engaging students in the conception, design, analysis, and writing of the research amplifies the learning experience. This article provides insights into how international service learning experiences shape professional trajectories and the personal growth of sustainable design engineering students. Additionally, it advocates for incorporating students as researchers in educational research.
Cronin et al. (2026) studied this question.