Mandatory service learning at university: Do less-inclined students learn from it?

The article is dedicated to service learning – a popular and innovative method of teaching and learning that aims at bridging the academic and non-academic environments, introducing students to real-life challenges faced by local community, enhancing students’ social responsibility, empathy, leadership etc. Service learning is a comprehensive holistic approach that mixes traditional academic learning with community engagement, research, civic education, value-based and life skills learning, nurturing inclusion and diversity. Community service is distinctly linked to the curriculum and the subject area of the study programme; theoretical learning is complemented by service that augments students’ specific and general (transversal) competences. Service should be genuine, meet the real needs of a community, merge learning with practical activity and target personal development of service beneficiaries who are actively engaged. Students, though they work under guidance and coordination of their teachers, are expected to play an active role in service learning planning, delivery, monitoring and evaluation; they should demonstrate leadership and agency during service learning. Service learning is a flexible and allowing for variability teaching and learning method, which precipitates its effectiveness and attractiveness. Implementation of service learning in Ukrainian universities seems rational and essential as it can provide impetus for revision and modernization of study programmes, complement cognitive learning with social-emotional learning, augment links with stakeholders, involve students into real-life problem-solving, influence their outlook and encourage students to change the world for the better.

UNESCO believed that college students play an important role in sustainable development, and service learning in higher education is an important stage in establishing students’ social responsibility, sustainable community development and sustainable awareness. The purpose of this study was to design a performing arts service-learning course so that participants could truly understand the actions of social responsibility, devote themselves to the action of sustainable development in the community, cultivate awareness sustainable in action, and predict the achievement of sustainable development goals. This study implemented a 3-month “Performing Arts Service-Learning Course”. A total of 90 performing arts college students (57 females and 33 males) voluntarily participated in this research. Reflection activities and questionnaire survey will be carried out immediately after the course ends. The results of the study showed that after the course ended, the participants reflected on the activities and believed that service learning can establish a good partnership between the school and the community. Gain first-hand experience from serving others, serve social justice, serve the less privileged, and spread love and joy to more people. Questionnaires: Both males and females were satisfied with the topics of “social responsibility” and “sustainable community development”. All participants agreed with the topics of “sustainability awareness” and “sustainable development goals”. Males and females were highly correlated with social responsibility, sustainable community development, sustainable awareness, and sustainable development goals (4, 5, 11, 16, 17). Finally, the social responsibility, sustainable community development, and sustainable awareness of males and females could effectively predict the sustainable development goals (4, 5, 11, 16, 17). The conclusion of this study showed that service learning can help college students learn to solve problems from practice and understand the value of sustainable development through community service and caring for environmental changes. From now on, the 17 goals of sustainable development goals should be planned into courses in various fields. It is helpful to broaden students’ horizons and move towards the era of global sustainable development goals.

This research investigates the integration of Service-Learning (SL) as an educational approach to promote sustainability and environmental protection within the Avanguardie Educative (AE) Movement, an Italian initiative for educational innovation. Recognising the limitations of traditional schooling models, AE emphasises innovative pedagogical and organisational practices, aligning with the Sustainable Development Goals (SDGs). This study focuses on school experiences within the ‘Inside/Outside School – Service Learning’ framework, exploring how these initiatives connect local and global issues. Employing qualitative methods, including document analysis of school plans and case studies of 248 schools, the research examines how SL pathways are developed in diverse contexts. Findings reveal that SL projects are not merely didactic strategies but offer opportunities for schools to position themselves within a broader global educational framework, addressing some SDG goals. The research highlights the importance of curricular integration, community partnerships, and SDGs alignment in fostering student engagement and social responsibility. While acknowledging limitations related to generalisability and direct impact measurement, this study underscores the potential of SL to transform educational practices and contribute to a more sustainable and equitable future. Future research should explore diverse contexts and investigate the impact of contextual factors on SL implementation.

Current reforms in science education call for science for all. In the most progressive sense, this means teachers finding ways to help all children feel comfortable with and connected to science. It also means helping all children develop strong, intellectual, conceptual understandings of the major concepts and theories in science. Despite general consensus about ideal science for all, science educators have been largely unsuccessful in transforming the curricular and pedagogical strategies from traditional practices to practices inclusive of all students (Atwater, 1996). Teacher education programs have had little or no impact on preservice teachers' philosophy of teaching and learning, especially as it relates to underserved populations in science (Rodriguez, 1998). Teacher education programs are populated with many students resistant to deep exploration of racist and other socially oppressive classroom practices (Rodriguez, 1998). In this article, I explore the role of a community-based service learning project in enhancing the multicultural dimension of preservice education and on the development of preservice teachers crafting a multicultural science teaching practice. Community Service Learning Some (Checkoway, 1996) define community service learning as learning activities combining classroom work with social and service action to promote student development of subject matter knowledge, practical skills, social responsibility, and civic values. Although most research about community service learning has dealt with K-12 education, the literature points to the significant impact community service has on improvement in the attitudes, motivation, and achievement of all students, including college students (Barber, Schine, & Kielsmeier, 1997). These improvements have been attributed to how these educational experiences integrate life experience with substantive and practical knowledge and skills. Recently, service learning has garnered attention in teacher education programs as one way to help preservice and inservice teachers learn about complex social problems such as poverty encountered in schools (DeJong & Groomes, 1996). Preservice students can acquire this kind of learning in out-of-school settings in which they can develop relationships with children and families in nonschool contexts, learn about children as children rather than merely as students, develop ties with the community, develop social and interaction skills, and gain greater awareness of other cultural and social norms and values as well as their own beliefs, strengths, and weaknesses (Stachowski & Visconti, 1998). Service learning in teacher education is not new. Many of the most influential thinkers in education and related fields, including Dewey and Freire, have advocated the idea of learning about children, community, disciplinary knowledge, and the relationships among these areas in informal educational settings. Dewey (1938/1963) wrote that the experience in itself is not enough, whether it be a service learning experience or any other kind of experience. He argues that not all experiences are genuinely or equally educative (p. 25). The experience has to be examined, understood, and challenged, thus providing intellectual and psychological continuity and growth. In college-level programs, including teacher education, service learning historically has been enacted individually and collectively. In the individual approach, students must, either as part of a course or program requirement or for individual course credit, engage in some form of service such as volunteer tutoring, serving meals at a soup kitchen, or providing adult companionship for homebound adults (Checkoway, 1996). Students usually generate ongoing reflection journals and written or oral reports documenting the activity from conception to conclusion. Although these are individual service projects, students often share the reflections and reports in a group setting such as a course or seminar, where participating students receive critical feedback, support, and encouragement from peers and professors. …

Purpose This study aims to investigate digital storytelling (DST) as a reflective practice in service learning (SL) focused on university social responsibility (USR) for education for sustainable development (ESD). Design/methodology/approach This study used interpretive phenomenological analysis. A DST workshop was conducted with 22 pre-service teachers based on their NGO volunteering experiences in SL. DST served as both a research context and a data collection tool. Findings The DST facilitated three types of reflection: descriptive, dialogic and critical. Pre-service teachers used descriptive reflection to narrate their experiences, including their roles, challenges and solutions. Dialogic reflection helped them explore their motivations, emotions and fostering personal and professional awareness and growth. Critical reflection allowed them to analyse their learning and its broader social implications, emphasizing how DST supports identity, culture and community contributions. They engaged with six SDGs beyond SDG 4, including SDGs 3, 8, 9, 10, 16 and 17. Practical implications This study shows how DST can be used as a reflective practice to gain insight into pre-service teachers’ volunteering experiences in SL focused on USR for ESD. Social implications This paper demonstrates that through DST and SL, pre-service teachers can enhance their social responsibility and community engagement, contributing to ESD. Originality/value The reflective dimension of DST enabled pre-service teachers to relate their volunteer experiences in SL to personal development, social contribution and ESD, thereby bridging the theory and practice of USR.

This study explores the transformation of Project-Based Learning (PjBL) into a new pedagogical model called Project Social-Based Learning (PjSBL). The primary objective of this study was to propose a framework for PjSBL that integrates real-world social and ecological issues into learning processes, fostering not only academic skills but also social responsibility and ecological awareness. Using a qualitative approach, the study combined a systematic literature review and documentary case studies to identify key limitations of PjBL and to propose solutions for its transformation into PjSBL. The findings revealed that while PjBL effectively develops 21st-century skills, it often lacks social and ecological relevance. In contrast, PjSBL aims to engage students in real-world social change through critical pedagogy and service learning. This study’s implications suggested that PjSBL could be a significant model for educational curricula worldwide, contributing to the development of socially conscious and ecologically responsible citizens.

The study examined the effects of ethical leadership on social responsibility with a specific focus on how ethical leadership influences the promotion, implementation, and organizational commitment to corporate social responsibility (CSR) within the Economic Community of West African States (ECOWAS). The objectives of the study were to examine the influence of ethical leadership on the promotion and implementation of CSR initiatives in organizations and to assess the extent to which ethical leadership enhances organizational commitment to social responsibility practices. The study adopted the Stakeholder Theory as its theoretical framework, emphasizing the central role of ethical leadership in aligning organizational goals with societal expectations. A descriptive survey design was employed, and data were collected from 80 respondents across selected ECOWAS institutions through structured questionnaires. The data were analyzed using Pearson correlation, which revealed a strong and significant relationship between ethical leadership and CSR implementation (r = 0.941, p < 0.05), as well as between ethical leadership and organizational commitment to social responsibility (r = 0.928, p < 0.05). These findings indicate that ethical leadership substantially promotes CSR practices and strengthens organizational dedication to social responsibility objectives. The study concludes that ethical leadership is a vital driver of effective CSR initiatives and sustainable organizational practices within ECOWAS. It recommends leadership development programs emphasizing ethics, institutionalization of CSR policies, stakeholder engagement, and periodic evaluation of CSR activities. The research contributes to theory by reaffirming the relevance of Stakeholder Theory in understanding ethical governance, to empirical knowledge by providing evidence from the West African context, and to practice by offering actionable strategies for improving ethical and socially responsible leadership in regional organizations.

This study explores the educational potential of the Service-Learning (SL) methodology and the use of social media, particularly Instagram, in higher education. The research is based on the experiences of nearly 300 university students in education programs who participated in SL projects supported by social media platforms. Using a quantitative methodology with a descriptive approach, the study analyzes the impact of SL on key educational dimensions. The findings demonstrate that SL significantly enhances student motivation, active participation, and awareness of social issues, while social media plays a crucial role in amplifying the impact and visibility of these projects. The results highlight Instagram as a valuable tool for communication, dissemination, and interaction among students, faculty, and the broader community. Students reported that integrating social media into SL projects improved their ability to share ideas, collaborate with peers, and receive real-time feedback from instructors. Moreover, the combination of SL and digital platforms fosters creativity and innovation, preparing future educators to incorporate technology into their teaching practices. Overall, the research confirms that SL is an effective pedagogical approach for developing professional and civic competencies. Additionally, the integration of social media enhances the learning experience by making it more dynamic and interactive.

Higher education in South Africa, in general, has been charged with the lack of clear strategy and commitment to relevant teaching and research that is grounded in experiential and emancipatory approaches to learning, especially given the dearth of institutional responsiveness to social responsibility. The result is that students have not been sufficiently prepared as graduates to meet the demands of socially responsible citizenship. As a pedagogy, service learning aims to link higher education institutional curricular work to communities and in such a way become responsive in terms of teaching, learning and research which seek to engage the realities and needs of local communities. In this process students and institutions themselves become beneficiaries of this engagement. Against the backdrop of the broader political and social transformation and that of education in particular, most institutions of higher education seem not to be able to respond to the requirements of the National Higher Education Plan in terms of implementing programmes which are in line with the criteria of responsiveness and relevance in their teaching and research. Whilst introducing service learning into their curricular approach may in itself be radical or strange for some institutions, its actual incorporation into their programmes may require very strategic mentoring processes for its adoption and practical rolling out of plans to succeed. This article advocates that mentoring, whatever the local context, is neither the exclusive prerogative nor the exclusive function of the teaching staff. The article argues that, to be effective, mentoring processes should be integrated into the broader domain of student learning and development and will of necessity take on many different hues, shapes and purposes in terms of student and community needs on the one hand and the demands of institutional and academic programmes on the other. With regard to those academic disciplines which seek to introduce service learning into their teaching and research programmes, this article advocates and explores an integrated mentor scheme which ought to meet the personal, academic and future professional needs of students. Instead of focussing on a limited notion in the selection of mentoring strategies for vulnerable students only, the authors argue towards the need for developing a thorough understanding of the nature and purpose of the learning context and its incumbent relationships in which the student, institution and the community creatively develop and, as a result, re-invent themselves to optimise their capital and ongoing growth. South African Journal of Higher Education Vol.18(2) 2004: 359-370

This study aims to assess the effectiveness of integrating service learning into the business curriculum of a higher education provider to enhance learners' competencies and reflective learning. Founded on the educational theories of constructivism and social learning, this research consolidates and takes research forward in the understanding of how transforming the business curriculum by integrating service learning through teacher-learner partnerships enhances a students' ability for reflective learning. Using a self-administered questionnaire-based survey with 256 respondents, the data were analysed using variance based PLS-SEM to reveal that service learning had a significant positive influence on reflective learning and on student competency development. The results indicate the positive impact that team-based service learning through teacher-learner partnerships had on the learners' experience. These findings offer some interesting insight for educators, researchers, and policy makers as a means to enhance the learning experience of students in tertiary education in Malaysia.

Education is a key component of the student's transformation towards the creation of a more sustainable future. Among the methodological adaptations in teaching-learning processes, Service-Learning (SL) stands out as a meaningful academic experience to respond to social needs by developing committed citizens to transform society. The aim of the present study was to analyze the impact of this SL program on prosocial competence and satisfaction levels in university students, enhance physical fitness and analyze the reflections of the recipients. Moreover, the reflections on SL of the students and the migrants were analyzed. A mixed-methods design was performed. Forty-five students of Physical Activity and Sport Sciences provided a service to a migrant group that consisted of physical fitness training. The instruments implemented were the Prosocial and Civic Competence, the Impact of Service-Learning During Initial Training of Physical Activity and Sports and the reflective diary. The recipients participated in a physical fitness assessment and in a group discussion. The results show that SL in PAH contributes to pedagogical, communication, wellbeing and intercultural competences and also improves their prosocial and civic attitudes. Moreover, the recipients could enhance their physical fitness and their social interaction.

The experimentation of novel approaches in the education of physics teachers involved in the instruction of science and technology, and the evaluation of their outcomes, is crucial. This chapter explores the impact of the service-learning method on the development of professional competencies in physics teacher candidates. In this context, support was provided to the school's physics teacher and students in designing experiments during a high school science festival. Thus, physics teacher candidates serving in a high school were enabled to take on responsibilities in diverse settings outside the classroom, acquiring new experiences by both applying and advancing their knowledge. Consequently, both physics teacher candidates and high school students have achieved success in conducting a scientific process through collaborative efforts. Service learning has provided positive contributions to the personal and professional development of physics teacher candidates.

The most basic aim of education is not only to develop students' cognitive abilities in mastering science, technology and the skills needed for life but also to develop character and personality that is moral, has noble character, acts in solidarity, is tolerant and cares about one's own interests. each other, and society as a whole. One of the characteristics and personalities of students that we want to produce through the education and learning process at school is the development of social awareness and empathy for social problems that exist in society. Social awareness is an understanding, attitude and appreciation of the existence of other people in wider society. Empathy is a form of social awareness. Social awareness and empathy in practice are nothing more than thinking about others. Education and learning about social awareness and empathy is a form of social responsibility as a citizen. Social awareness education and learning can stimulate students' social awareness and empathy. The vision and mission of SMA Bhinneka Tunggak Ika Jakarta, which emphasizes character education, needs to remind their students about social awareness and empathy towards others through this PKM. Mitra admits that their students often don't care about the social problems that exist in society. By using a problem-based learning approach and the 6D PKM learning method, it is able to stimulate and develop social awareness and sensitivity towards other people. This PKM succeeded in making students aware of social problems in the local and global scope that need to be the center of their attention. These problems range from sexual harassment, pollution, increasing pollution, and still high levels of collusion, corruption and nepotism, climate change due to increasing earth temperatures, wars between nations, and human tragedies resulting from wars that need their social attention. Education of students' social moral awareness and empathy is able to stimulate students' social awareness and empathy.

Integration of environmental and social responsibilities in managing supply chains: A mathematical modeling approach

This study investigates how ethical leadership and organizational leadership impact firm performance through the mediating role of Corporate Social Responsibility (CSR) within the context of developing economies. The motivation stems from the increasing demand for socially responsible business practices and the theoretical gap in understanding how different leadership styles jointly influence financial and non-financial outcomes via CSR. A quantitative, Structural Equation Modeling using SmartPLS 4.0 was applied to test the relationships among constructs. Measurement validity and model fit were verified through Cronbach's alpha, composite reliability, AVE, and bootstrapping techniques. Ethical leadership (β = 0.40) and organizational leadership (β = 0.46) significantly influence CSR. CSR, in turn, strongly predicts financial performance (β = 0.71) and non-financial performance (β = 0.66). The study confirms CSR as a full mediator in the leadership–performance linkage, supporting stakeholder and social learning theories. This research offers a novel integrative framework linking ethical and organizational leadership to CSR and dual performance metrics. It provides empirical validation from an emerging market and contributes to leadership, CSR, and sustainability literature. Future studies should explore longitudinal impacts and cross-industry variations.