Community-Based Learning and Intercultural Competence: Fieldwork Experiences of Psychology Students in Multicultural Sabah

Abstract

This study examines how community-based learning (CBL) enhances intercultural competence and learning outcomes among final-year psychology students in Sabah, Malaysia. A total of 72 students conducted parenting talks in Kampung Bolong, Tuaran, engaging with a culturally diverse rural community. Using a qualitative narrative design, data was gathered through reflective journals, semi-structured interviews, peer assessments, community feedback, and instructor observations. Reflexive thematic analysis revealed three main themes: (1) increased cultural awareness and sensitivity, (2) improved communication and public speaking skills, and (3) challenges related to cultural expectations, language barriers, and emotional responses when discussing sensitive topics. Community members expressed high satisfaction with the students’ presentations and emphasized the value of intercultural knowledge exchange. The findings highlight the effectiveness of experiential fieldwork in strengthening students’ confidence, cultural understanding, and community engagement. This study contributes to Malaysian scholarship on experiential learning, multicultural education, and applied psychology training.