This article examines how students’ subject knowledge acquired in short-term international courses (SICs) developed while engaging in university studies in the year following their SICs. It also explores factors associated with their engagement and disengagement. Two interviews with a 1-year interval with 25 students revealed their transformations in their SIC subject matter knowledge. Some students’ engagement in continuing studies of the SIC-related subject matter was supported in a multifaceted manner by their personal motivation, teaching-learning environment, educational structure, and wider social relationships. However, the analysis demonstrated that many students discontinued deepening their knowledge of the subject matter. Students’ personal factors and certain dimensions of the institutional educational system explained their disengagement in continuing studies. Concerning the continuing SIC impacts on students in interdisciplinary liberal arts programs, the study discusses some suggestions drawing on the concepts of integrative learning and formative assessment.

本文探讨了在SIC一年后从事大学学习时，如何在短期国际课程（SIC）中获得学生的学科知识。它还探讨了与他们参与和脱离接触有关的因素。两次为期1年的访问，涉及25名学生，他们揭示了他们在SIC主题知识上的转变。一些学生的个人动机，教学环境，教育结构和更广泛的社会关系为参与SIC相关主题的继续学习提供了多方面的支持。但是，分析表明，许多学生不再加深对主题的认识。学生的个人因素和制度教育体系的某些方面解释了他们脱离继续学习的意愿。关于跨学科文科课程中SIC持续对学生的影响，本研究基于整合学习和形成性评估的概念，讨论了一些建议。