University of Ciego de Ávila Máximo Gómez Báez

ISSN: 2309-8333

RNPS: 2411

|14|2026|

This is an Open Access article under the license CC BY-NC-SA 4.0 (https://creativecommons.org/licenses/by-nc-sa/4.0/)

Estrategia y Gestión Universitaria EGU

Scientific and technological

research article

How to cite:

Suárez, Z. A., López García,

R. I., & Morales López, K. S. (2026).

Service-learning in university education: an

innovative strategy for professionals

committed to sustainable development.

Estrategia y Gestión Universitaria

, 14,

e9067.

https://doi.org/10.5281/zenodo.18663289

Received: 20/12/2025

Accepted: 16/02/2026

Published: 24/02/2026

Corresponding author:

zenayda.suarez@unan.edu.ni

Conflict of interest:

the authors declare

that they have no conflict of interest,

which may have influenced the results

obtained or the proposed interpretations

Service-learning in university

education: an innovative strategy for

professionals committed to sustainable

development

Aprendizaje-servicio en la formación

universitaria: estrategia innovadora para

profesionales comprometidos con el

desarrollo sostenible

Aprendizagem-serviço na formação

universitária: estratégia inovadora para

profissionais comprometidos com o

desenvolvimento sustentável

Abstract

Introduction: this study examines the relevance of Service-

Learning (SL) in Higher Education Institutions as a strategic

axis to strengthen professional training and social

engagement. The methodology aligns with national

development plans, articulating teaching and outreach as

substantive university functions. Objective: to assess

perceptions regarding the implementation of SL, identifying

methodological needs and gaps to ensure its application is

coherent with social demands and national guidelines.

Method: a mixed‑methods study with a concurrent

triangulation design. Participants included faculty members

and students from the Regional University Center of

Chontales, along with institutional and community leaders.

Results: findings reveal strong interest and positive attitudes,

highlighting the potential of SL to integrate theory and

practice. Its contribution to ethical commitment and

curricular relevance is evident; however, a gap persists

between the positive valuation of SL and its effective

institutionalization. Conclusion: SL emerges as a strategy with

high formative value and technical feasibility, essential for

strengthening the university–society relationship and

contributing to sustainable human development.

Keywords: social engagement, community development,

Service-Learning, pedagogical innovation

Resumen

Introducción: este estudio analiza la pertinencia del

Aprendizaje-Servicio (ApS) en las Instituciones de Educación

Superior como eje estratégico para fortalecer la formación

profesional y el compromiso social. La metodología se alinea

con los planes de desarrollo nacional, articulando la docencia

y la extensión como funciones sustantivas universitarias.

Zenayda Aurora Suárez

Universidad Nacional Autónoma de

Nicaragua

https://orcid.org/0000-0002-9582-797X

zenayda.suarez@unan.edu.ni

Nicaragua

Ramón Ignacio López García

Universidad Nacional Autónoma de

Nicaragua

https://orcid.org/0000-0001-9213-0299

rilopez@unan.edu.ni

Nicaragua

Karolay Solieth Morales López

Universidad Central de Nicaragua

https://orcid.org/0009-0008-9334-2283

karolay.morales@ucn.edu.ni

Nicaragua

Estrategia y Gestión Universitaria

ISSN

: 2309-8333

RNPS:

2411

| Vol. 14|2026|

| Zenayda Aurora Suárez | Ramón Ignacio López García | Karolay Solieth Morales López |

Objetivo:

valorar la percepción sobre la aplicación del ApS, identificando

necesidades y brechas metodológicas para su implementación en coherencia con

las demandas sociales y los lineamientos nacionales.

Método:

investigación de

enfoque mixto con diseño de triangulación concurrente. Participaron docentes y

estudiantes del Centro Universitario Regional de Chontales, junto a líderes

institucionales y comunitarios.

Resultados:

los hallazgos revelan un alto interés

y apertura actitudinal, destacando el potencial del ApS para integrar teoría y

praxis. Se evidencia su aporte al compromiso ético y a la pertinencia curricular;

no obstante, se identifica una brecha entre la valoración positiva y la

institucionalización efectiva de la metodología.

Conclusión:

el ApS se proyecta

como una estrategia de alto valor formativo y viabilidad técnica, esencial para

consolidar el vínculo universidad-sociedad y contribuir al desarrollo humano

sostenible.

Palabras clave:

compromiso social, desarrollo comunitario, Aprendizaje-Servicio,

innovación pedagógica

Resumo

Introdução: este estudo analisa a pertinência da Aprendizagem-Serviço (AS) nas

Instituições de Educação Superior como eixo estratégico para fortalecer a

formação profissional e o compromisso social. A metodologia está alinhada aos

planos nacionais de desenvolvimento, articulando o ensino e a extensão como

funções universitárias substantivas. Objetivo: avaliar a percepção sobre a

aplicação da AS, identificando necessidades e lacunas metodológicas para sua

implementação em coerência com as demandas sociais e as diretrizes nacionais.

Método: pesquisa de abordagem mista com desenho de triangulação concorrente.

Participaram docentes e estudantes do Centro Universitário Regional de

Chontales, além de líderes institucionais e comunitários. Resultados: os achados

revelam elevado interesse e abertura atitudinal, destacando o potencial da AS

para integrar teoria e prática. Evidencia-se sua contribuição para o compromisso

ético e para a pertinência curricular; contudo, identifica-se uma lacuna entre a

avaliação positiva e a institucionalização efetiva da metodologia. Conclusão: a AS

se projeta como uma estratégia de alto valor formativo e viabilidade técnica,

essencial para consolidar o vínculo universidade–sociedade e contribuir para o

desenvolvimento humano sustentável.

Palavras-chave:

compromisso social, desenvolvimento comunitário,

Aprendizagem-Serviço, inovação pedagógica

| Zenayda Aurora Suárez | Ramón Ignacio López García | Karolay Solieth Morales López |

e9067

Introduction

Currently, institutions of higher education (IHEs) face the challenge of

training professionals who, in addition to acquiring technical and scientific skills,

develop a robust social commitment aimed at addressing real community issues.

While curricula have integrated competencies related to social impact, challenges

remain in translating these into concrete educational experiences that effectively

bridge institutional learning with community needs, which are further influenced by

limitations in logistical resources and human capital.

Caire Espinoza (2024), drawing from his experience, identifies three key

certainties for the implementation of Service-Learning (SL): this methodology

promotes the development of empathetic skills among students; it should be

understood as a comprehensive approach rather than merely a sporadic learning

strategy, as it requires a deep understanding of phenomena and an adequate

approach to addressing issues; and it fosters the cultivation of active citizenship. In

this context, SL offers opportunities for students to develop essential technical,

scientific, and social competencies necessary for the sustainability of communities,

enhancing a more intimate and sensitive connection with the struggles of others.

Service-Learning is considered a transformative mixed educational

methodology that combines learning with community service, proving to be an

effective tool for linking students with real community issues in response to social

demands (González & Rodríguez, 2021). This methodology provides guidelines for

future professionals to develop the theoretical and practical skills needed in the

workforce, offering solutions to pressing problems faced by individuals through

community service projects tailored to various contexts.

These experiences have allowed students to learn by applying knowledge in

social settings while simultaneously contributing to the resolution of specific

problems in collaboration with community stakeholders. Nevertheless, the

implementation of SL in IHEs still presents obstacles, such as the absence of a unified

methodological framework that facilitates its adoption, resistance to change in

pedagogical practices, and limitations in using technologies that promote the

integration of university and community efforts, alongside institutional constraints

that affect its sustainability (González-Rabanal, 2021). The implementation of this

strategy demands an additional commitment from faculty, students, and community

stakeholders, ranging from the internalization of SL experiences and the willingness

to apply them to the systematic collection and dissemination of results.

In the Latin American context, various experiences have highlighted the

prominent role of students in SL. In the state of Querétaro, Mexico, its application

through an activity plan aimed at improving coexistence in a school observatory

demonstrated the central role of students in diagnosing and selecting the themes to

be addressed, showcasing that SL contributes to both the acquisition of theoretical

knowledge and the formation of social and community values (Vázquez-Verdera,

2015). These experiences underscore the importance of student involvement in

identifying social issues and designing community projects, moving beyond viewing

these practices as mere academic requirements.

Research by Platis (2023) and Capobianco et al. (2021) has evidenced a

| Zenayda Aurora Suárez | Ramón Ignacio López García | Karolay Solieth Morales López |

e9067

growing trend to evaluate the impact of SL on civic training and the social

competencies of emerging populations, as well as their engagement with vulnerable

groups. However, the complexity of systematizing the enhancement of student

competencies according to the intervened scenarios, along with the effects on the

communities where these experiences take place, is acknowledged. Nicaragua has a

policy on extension that generates a significant volume of social actions; however,

the task of demonstrating its impact through systematic processes and scientific

dissemination is still underway.

In recent decades, IHEs have assumed a key role in training professionals

capable of responding not only to labor market demands but also to the social

challenges of the global community. Despite this, significant gaps persist between

academic learning and the actual needs of communities (Rodríguez-Farías, 2024).

Among these gaps are the insufficient internalization of SL by students, faculty, and

communities, and an unequal participation of stakeholders in social projects, which

are sometimes viewed more as academic requirements than as processes of

community development. These gaps limit the development of genuine social

commitment among students and restrict the potential of IHEs as transformative

agents of society (González et al., 2021).

Sigmon (1979) articulated three fundamental principles of SL: services must

be governed by those who receive them; providers can learn effectively as long as

they maintain meaningful control over their learning; and the process is centered on

collaboration between the community and academic knowledge, facilitated through

experiential learning that supports the holistic development of students. In this

regard, Escofet and Bernal (2024) and Chan et al. (2025) highlight the urgent need

for SL in contexts that require a strong social commitment from IHEs, as it configures

an innovative pedagogical methodology that integrates learning with community-

based social projects, allowing students to apply theoretical knowledge in real-world

settings while contributing to the resolution of specific issues.

This approach merges elements of active and participatory pedagogy,

promoting talent development, strengthening professional capabilities, and

fostering ethical values such as social responsibility and civic engagement, all while

reinforcing the university-community connection and enhancing sustainable

development.

However, the implementation of SL within IHEs faces persistent challenges,

including the lack of a unified methodological framework, resistance to change

among students, faculty, and community stakeholders, as well as technological and

logistical constraints hindering its expansion (Butin, 2010; Gómez, 2024). These

barriers underscore the need for innovation in the design and execution of SL

experiences, particularly in vulnerable contexts where communities confront

pressing needs and limited resources. This necessitates collaborative efforts

between university and community actors from the outset of experiences and

consensual decision-making aimed at sustainable community development.

In this context, the present research addresses the challenges of

implementing Service-Learning in Nicaragua's higher education institutions,

particularly in areas like Chontales, where a socially active extension policy coexists

| Zenayda Aurora Suárez | Ramón Ignacio López García | Karolay Solieth Morales López |

e9067

with limited systematic documentation of the impact of these experiences. The

problem focuses on the gaps between the potential for formative and community

development through SL and the real conditions for its institutionalization, effective

stakeholder participation, and documentation of outcomes in the Nicaraguan

academic realm.

The study fits within a framework of policies and reference frameworks that

guide the educational and social development of the country. It contributes to the

Research Lines of UNAN-Managua, particularly in CED-1.1: Educational Systems,

Their Challenges and Perspectives, and CED-1.5: Citizen Formation as a Challenge of

Contemporary Society, within the axis CED-1: Education for Development.

Furthermore, it aligns with the National Education Strategy 2024–2026, specifically

with EJE 11: Research and Innovation, aimed at promoting scientific research and

innovation among students and faculty (CNE, 2024); with the Plan to Fight Poverty

and Foster Human Development, which emphasizes talent preparation from higher

education and comprehensive university management (GRUN, 2021); and with the

Sustainable Development Goals, particularly Goal 1: End poverty in all its forms (UN,

2015; Amiano et al., 2024).

Within this collaborative framework, the research recognizes the necessity

to revisit and systematize the outcomes of pedagogical practices based on SL as a

key tool for strengthening the connection between IHEs and socially committed

communities, generating contributions from academia that bolster university

outreach efforts. In this context, the central research question guiding the study

was: How is the Service-Learning strategy perceived and implemented in the higher

education institutions of Nicaragua, and what needs and academic guidelines emerge

for its effective incorporation into professional training and community

development?

Based on this inquiry, the study aimed to evaluate perceptions regarding the

application of Service-Learning (SL) in higher education, identifying methodological

needs and gaps for its implementation in coherence with social demands and national

guidelines.

Finally, the article is structured into four sections: first, the theoretical

framework and relevance of Service-Learning are established in relation to national

education and development policies in Nicaragua; second, the methodological

pathway based on a mixed-methods approach using concurrent triangulation is

described; the third section presents and discusses the results, contrasting the

perceptions of faculty, students, and community leaders to identify operational

gaps; and lastly, an integrative proposal is outlined, aimed at advancing towards the

curricular institutionalization of SL, ensuring that university education responds

ethically and with quality to the challenges of the environment while generating

scientific evidence that supports its replicability.

Methods and materials

The research was grounded in a mixed-methods approach (qualitative–

quantitative), following the design of concurrent triangulation proposed by Creswell

| Zenayda Aurora Suárez | Ramón Ignacio López García | Karolay Solieth Morales López |

e9067

and Plano (2018), which allows for the complementary integration of numerical and

qualitative data. The study was structured around four transversal axes: the

transformative methodology of Service-Learning (SL), the university-community

linkage, integral training, and contextual innovation.

Quantitative phase and sampling

For the quantitative component, a finite population of N = 468 individuals

was considered, comprising students from the Medicine and Nursing programs at

UNAN-Managua (CUR-Chontales) and teaching staff. The sample size was determined

using the formula by Scheaffer and Mendenhall (2006), assuming a confidence level

of 90% and a margin of error of 5%, an appropriate criterion for applied studies in

higher education where a balance is sought between statistical precision and the

operational feasibility of data collection. Under these parameters, a sample of n =

171 participants was obtained.

To ensure representativeness, a stratified random sampling approach with

proportional allocation was applied, using three strata of interest: Nursing students,

Medicine students, and faculty members. Participants were randomly selected

within each stratum from the official enrollment and faculty lists, respecting the

relative weight of each group in the total population (Table 1). This procedure

reduces standard error and ensures that inferences regarding the implementation of

SL take into account the academic peculiarities of each program.

Table 1

Sample size and distribution

Group

Population

(N)

Proportional

Calculation

Sample

(ni)

Relative Weight

(%)

Nursing

Students

170 (170/468) × 171 54 31.6%

Medical

Students

148 (148/468) × 171 62 36.3%

Teachers

150

(150/468) × 171

32.1%

Total

468

171

100%

Source: Own elaboration based on enrollment and faculty records (2023).

As shown in Table 1, the sampling process ensured a proportional distribution

among the three analyzed strata, maintaining correspondence with the original finite

population. The stratum of medical students represents the largest proportion of the

sample (36.3%), followed by teachers (32.1%) and nursing students (31.6%), providing

an adequate level of representativeness for the analysis of study variables and group

comparisons.

Qualitative phase and study subjects

For the qualitative phase, a theoretical convenience sample was formed,

| Zenayda Aurora Suárez | Ramón Ignacio López García | Karolay Solieth Morales López |

e9067

consisting of 50 key stakeholders associated with the communities and institutions

where direct learning processes occur, in addition to teachers involved in the

quantitative component. The selection of informants was based on criteria of

appropriateness, previous experience in social intervention processes, and

participation in activities related to Service-Learning, until theoretical saturation

was reached in the analyzed categories.

Two focus groups were established, comprising 17 teachers and 13

community leaders, aimed at deepening perceptions, experiences, and assessments

regarding the implementation of SL and its contribution to community development.

Data collection instruments

For the quantitative component, two structured questionnaires were

administered, one for students and the other for teachers, focused on capturing

perceptions about the implementation of Service-Learning and its contribution to

integral education. Each questionnaire included sociodemographic data and Likert-

type items that operationalized the dimensions defined in the study (SL

methodology, university-community linkage, integral training, and contextual

innovation). Indicators such as formative impact (contribution to professional and

ethical profile), social commitment (values and responsibility), theory-practice

linkage, familiarity with the SL term, and participation in SL projects were analyzed

as categories in the results.

The questionnaires underwent content validation through expert judgment,

which assessed the clarity, coherence, and relevance of the items concerning these

dimensions and indicators, allowing for adjustments in wording and the order of

specific questions prior to their final implementation.

In the qualitative component, an open-ended question guide was utilized for

focus groups with teachers and community leaders, centered on their experience

with SL, the conditions for its implementation, and its impact on communities. The

guide was organized around thematic axes that mirrored the quantitative dimensions

and indicators (formative impact, social commitment, theory-practice linkage,

familiarity with SL, and participation in projects), enabling the emergent categories

to be subsequently contrasted with numerical findings.

Additionally, a document analysis of regulations and institutional documents

related to higher education policy and competency-based curricula was conducted

to contextualize SL practices and contrast the empirical findings with the existing

normative framework regarding social linkage, competency-based training, and

university social responsibility.

These dimensions and indicators were later grouped into three integrative

analytical axes: attitudinal perception towards SL, identification of implementation

needs, and innovation proposals aimed at sustainability and social development.

These axes guided both the presentation of results and the triangulation process.

Analysis procedure and triangulation

The treatment of quantitative data was performed using descriptive

statistics supported by SPSS software, yielding frequency distributions and measures

of central tendency for the main study variables. In the qualitative component,

| Zenayda Aurora Suárez | Ramón Ignacio López García | Karolay Solieth Morales López |

e9067

thematic analysis was conducted from open coding processes and categorization of

focus group discussions, utilizing ATLAS.ti software to organize and relate units of

meaning.

Subsequently, a convergent concurrent triangulation approach was applied,

integrating the quantitative and qualitative findings into an integration matrix that

allowed for the comparison of statistical trends and discursive perceptions based on

the analysis categories and study objectives. The triangulation was structured

around the three defined analytical axes: in the attitudinal perception axis, the high

acceptance of SL was examined against the backdrop of existing conceptual

confusions; in the identification of needs, the demands for training, teacher support,

and joint planning with community leaders were contrasted; and in the innovation

proposal, interests in sustainability, community health, environment, and

technology projects were articulated, recognizing SL as a pivotal axis for bridging

the gap between academia and human development.

Results and discussion

The implementation of Service-Learning (SL) at CUR-Chontales, UNAN-

Managua, yielded findings that highlight a critical gap between the perceptions of

stakeholders and operational realities, necessitating a comprehensive intervention

proposal.

Analysis of perception and participation

Table 2 summarizes the quantitative trends regarding perception and

participation. A strong appreciation for SL as a driver of integral education is noted,

with high percentages for formative impact, social commitment, and theory-practice

linkage. However, the data reveal a low systematic participation rate (7%),

indicating that SL has not yet been institutionalized as a transversal practice within

the curriculum.

Table 2

Summary of quantitative results: Perception and Participation

Key Indicator / Category Students (n=116)

Teachers

(n=55)

Formative Impact: contribution to

professional and ethical profile

82% (S/CS)

80%

(S/CS)

Social Commitment: promotion of

values and responsibility

88% (S/CS)

84%

(S/CS)

Linkage: effective connection

between theory and practice

84% (S/CS)

90%

(S/CS)

Familiarization: full knowledge of the

term "SL"

18% (S)

24% (S)

Participation: active involvement in

SL projects

7% (S)

Source: Own elaboration based on surveys (2025).

| Zenayda Aurora Suárez | Ramón Ignacio López García | Karolay Solieth Morales López |

e9067

Note. S (Always), CS (Almost Always).

The data presented in Table 2 expose a fundamental diagnostic paradox:

while there is a significant consensus regarding the ethical and formative value of

Service-Learning, this recognition has not translated into widespread practice. The

contrast between the high valuation of social commitment (88% among students) and

the minimal systematic participation (7% in both groups) suggests that SL operates

under a logic of exceptionality rather than as a structuring axis of education.

This asymmetry indicates that, although students and teachers possess the

necessary human sensitivity for community engagement, the absence of a formal

institutional structure limits these efforts to isolated initiatives. Consequently, the

positive perception acts as a potential catalyst that, to close the operational gap,

requires a normative transition that transcends voluntarism and consolidates the

methodology as a mandatory, systematic learning experience.

Triangulation and gap diagnosis

The integration of quantitative and qualitative approaches, summarized in

Table 3, provides a holistic view of the researched reality. The analysis shows that

the identified gap does not stem from a lack of interest or willingness among

stakeholders, but rather from a void in methodological definition and institutional

structure that would imbue social interactions with pedagogical significance.

While quantitative indicators reflect a favorable attitude and alignment with

national normative frameworks, the qualitative phase reveals that such willingness

materializes in isolated actions with limited pedagogical reflection, where SL tends

to be confused with traditional clinical or professional practices.

Table 3

Triangulation of results: Synthesis of Convergences and Divergences

Study

Dimensions

Quantitative

Findings

Qualitative

Findings

Triangulation Analysis

Attitudinal

Perception

High acceptance

of SL and

alignment with

national plans.

Conceptual

confusion: SL is

associated with

clinical and

professional

practices.

Divergence: Political

will and favorable

attitudes exist, but a

shared and

differentiated

theoretical foundation

of SL is lacking.

Identification

of Needs

Demand for

training and

greater teacher

support.

Need for joint

planning with

community

leaders and clarity

in roles.

Convergence:

Stakeholders call for a

less paternalistic, more

participatory model,

with shared

responsibility between

university and

community.

Innovation

Proposal

Interest in

sustainability

and social

Proposals in

community

health,

Overall Synthesis: SL

emerges as a potential

axis for bridging the gap

| Zenayda Aurora Suárez | Ramón Ignacio López García | Karolay Solieth Morales López |

e9067

development

projects.

environment, and

technology from

local contexts.

between academia and

human development.

Source: Own elaboration (2025), based on the triangulation of quantitative results

(surveys of teachers and students) and qualitative results (interviews with

community leaders and focus groups) at CUR-Chontales, UNAN-Managua.

The synthesis presented in Table 3 indicates that the central problem does

not lie in attitudinal resistance, but in the absence of a formal methodological

structure that differentiates SL from other practices and integrates it into the

curriculum. This definitional gap suggests that, while the university has fostered a

service culture aligned with national development policies, it has not yet

consolidated the component of academic reflection that is indispensable for SL.

When contrasting quantitative enthusiasm with qualitative conceptual imprecision,

it becomes clear that the transition from voluntary service to educational innovation

requires institutional mediation to transform territorial experiences into evaluable

and systematized scientific knowledge.

Discussion: towards a comprehensive proposal for innovation and

pedagogical sovereignty

The research indicates that Service-Learning (SL) at CUR-Chontales is

currently in a phase of methodological latency: there is fertile ground due to the

high receptivity of stakeholders, but implementation faces a structural reciprocity

gap. As noted by Balbi et al. (2023) and Ortiz and Macuch (2022), SL only transcends

mere assistance when it fosters prosocial attitudes and when the community

becomes an active partner in learning. In this study, the community of Juigalpa

perceives the university presence mainly in a patient-receiver dynamic, revealing

that bidirectionality remains more of a theoretical aspiration than a consolidated

practice.

This conceptual ambiguity is critical: while acceptance and appreciation

rates for social commitment are high, qualitative discourses show that SL is diluted

among traditional professional practices, where the focus is primarily on the

teacher-student dyad, with the community occupying a secondary role. This "clinical

practice" obscures the potential of SL as a strategy for citizenship training and the

building of critical citizenship. Although normative tools such as extension policies

and frameworks for university social responsibility exist, the absence of a

differentiated methodological framework prevents social commitment from

becoming fully realized as cognitive capital.

As Souza and Silva (2024) assert, the SL methodology must ensure that all

stakeholders retain meaningful control over the process so that service transforms

into a critical and evaluable learning experience rather than merely an

extracurricular activity. In this respect, the results from CUR-Chontales indicate the

need to transition from isolated interventions to structured pedagogical devices with

explicit learning objectives, defined evaluation criteria, and systematic spaces for

joint reflection among students, teachers, and the community.

To bridge this gap, the comprehensive proposal arising from the research

| Zenayda Aurora Suárez | Ramón Ignacio López García | Karolay Solieth Morales López |

e9067

suggests integrating SL as a transversal component of the curriculum rather than

viewing it as an appendage to teaching. This alignment should resonate with the

National Plan to Fight Poverty and the National Education Strategy, as well as the

frameworks for university social responsibility across Latin America. The focus should

not solely be on relocating students to the community; instead, the Juigalpa

community should be recognized as a living classroom of popular knowledge that

dialogues with academic knowledge under more horizontal conditions.

Finally, as Cid-Romero (2025) and Turk and Pearl (2021) argue, genuine

pedagogical innovation occurs when social commitment enhances learning outcomes

through critical reflection and the production of context-specific knowledge. This

viewpoint aligns with international experiences in institutionalizing SL (e.g.,

ERASMUS programs and Latin American networks), where the methodology solidifies

as a response to complex social challenges and as a strategy for university social

responsibility. By advancing toward the institutionalization of SL, Nicaraguan

universities not only prepare technically competent professionals but also foster

political subjects capable of co-producing sovereign solutions, positioning higher

education as a genuine engine of social and ethical transformation.

Conclusions

This study evaluates perceptions and the implementation of the Service-

Learning (SL) strategy in higher education institutions, aiming to strengthen integral

training and university social commitment. Through a mixed-methods approach, it

allowed an understanding of how this methodology can transform the relationship

between academia and the real needs of social and productive sectors.

The findings confirm that SL is perceived by both students and teachers as

an innovative pedagogical strategy with high potential to promote prosocial attitudes

and significant learning outcomes. However, a critical gap was identified between

positive valuation and systematic execution, with only 7% of participants engaging

recurrently in formalized projects. The lack of conceptual clarity leads to SL being

confused with assistive volunteerism or traditional professional practices,

undermining the principle of reciprocity and diluting its transformative potential.

The significance of this research lies in its capacity to diagnose the

methodological transition faced by Nicaraguan universities. The triangulation

between quantitative data and the voices of community leaders from Juigalpa

illustrates that SL transcends mere didactic technique, configuring itself as a tool

for educational sovereignty capable of operationalizing the guidelines of the

National Plan to Fight Poverty and the National Education Strategy. Its primary

contribution involves proposing a model where the community evolves from being a

passive recipient of services to being recognized as a living classroom for the co-

production of knowledge.

Despite these contributions, the study has limitations. The low level of

technical familiarity with the term SL among key stakeholders initially hampered the

differentiation between traditional extension experiences and the methodology

under analysis. Additionally, the limited institutional documentation of previous

| Zenayda Aurora Suárez | Ramón Ignacio López García | Karolay Solieth Morales López |

e9067

projects reduced the possibility of conducting comparative analyses of long-term

impact, so the results should be understood as an early-stage approximation to

institutionalization. These limitations open avenues for future research aimed at

systematizing SL experiences across different territories, evaluating their

longitudinal effects on the development of competencies, and deepening models for

assessing community impact.

Finally, the consolidation of SL requires a strategic reorientation that goes

beyond the individual will of certain teachers. It is imperative for higher education

institutions to define normative and methodological frameworks that integrate social

commitment as an assessable competency within the curriculum, articulated with

policies for university social responsibility. Only through joint planning with the

community, systematic teacher training, and the institutionalization of evaluation

and monitoring devices can it be guaranteed that the university not only trains

technically competent professionals but also citizens capable of leading ethical and

social transformation processes that align with the country's demands.

References

Amiano, I., Gezuraga-Amundarain, M., & Alonso-Sáez, I. (2024). Aprendizaje-servicio

como instrumento para incorporar la Agenda 2030 en las

universidades. Revista Iberoamericana de Educación Superior, 15(43), 181–

198. https://doi.org/10.22201/iisue.20072872e.2024.43.1463

Andrade, R. de (Ed.). (2025). Extensão na Universidade Católica: Aprendizagem e

serviço. PUCPRESS.

https://www.pucpress.com.br/wp-

content/uploads/2025/10/Extensao_na_Universidade_Catolica_aprendizag

em_.pdf

Balbi, J., Chamorro, N., & Márquez, S. (2023). Aprendizaje-servicio: Conceptos,

reflexiones y experiencias. CLAYSS.

https://www.clayss.org/wp-

content/uploads/2023/08/ESP_S-L_CEE_Resourcebook.pdf

Behnsen, M., Tredinnick-Rowe, J., & von Seggern, J. (2024). Service-learning as a

niche innovation in higher education for sustainability. Frontiers in

Education, 9, 1291669. https://doi.org/10.3389/feduc.2024.1291669

Butin, D. W. (2010). Service-learning in theory and practice: The future of

community engagement in higher education. Palgrave Macmillan.

Caire Espinoza, M. (2024). Aprendizaje-servicio en Chile: Un enfoque innovador para

la transformación educativa y social. Revista Electrónica Diálogos

Educativos, 21(42–

43).

https://revistas.umce.cl/index.php/dialogoseducativos/article/view/

2912

Capobianco Medrano, P. A., Hervith Gerac, M. S., Menta, G., & Sapienza Fromigue,

M. E. (2021). Aprendizaje más servicio (ApS) e interculturalidad: Estrategia

extensionista. Didac, 77, 55–

62. https://didac.ibero.mx/index.php/didac/article/view/48

| Zenayda Aurora Suárez | Ramón Ignacio López García | Karolay Solieth Morales López |

e9067

Chan, K. C., Chan, K. M., & Lo, A. Y. (2025). The impact of mandatory academic

service-learning on university graduates’ civic engagement. Higher

Education Research & Development, 44, 1–

20. https://doi.org/10.1080/07294360.2025.2467901

Cid-Romero, E. (2025). Aprendizaje-servicio como estrategia para la ciudadanía

global: Evaluación de su implementación en Zaragoza. Revista

Iberoamericana de Educación a Distancia, 28(1), 45–

67. https://papiro.unizar.es/ojs/index.php/ried/article/view/10445

Comisión Nacional de Educación (CNE). (2024). Estrategia Nacional de Educación en

todas sus modalidades “Bendiciones y Victorias” 2024–2026 (1.ª ed.).

Managua, Nicaragua.

Creswell, J. W., & Plano Clark, V. L. (2018). Diseño y desarrollo de métodos mixtos

de investigación. Gedisa.

Crerar, B. A., Sharma, R., & Boro, A. (2025). Attitude of stakeholders towards the

institutionalization of service-learning: Perceived threats and opportunities

in Indian Christian higher education institutions. Transform: The Journal of

Engaged Scholarship, 9(1), 36–53.

https://engagementaustralia.org.au/wp-

content/uploads/2025/07/TransformJournal_The-IARSLCE-x-ICSL-Special-

Issue_180725.pdf

Escofet, A., & Bernal, A. (2024). El impacto social del Aprendizaje-Servicio.

Universitat de Barcelona.

Furco, A. (1996). Service-learning: A balanced approach to experiential education.

En B. Taylor (Ed.), Expanding boundaries: Serving and learning (pp. 2–6).

Corporation for National Service.

Gobierno de Reconciliación y Unidad Nacional (GRUN). (2021). Plan Nacional de

Lucha contra la Pobreza y para el Desarrollo Humano 2022–2026. Managua,

Nicaragua.

Gómez, A. (2024). Aprendizaje-servicio: Un desafío para la educación.

Zerbikas.

https://www.zerbikas.es/aprendizaje-servicio-un-desafio-para-

la-educacion

González, M., & Rodríguez, A. (2021). El aprendizaje-servicio como metodología para

la formación integral de los estudiantes universitarios. Revista

Iberoamericana Aprendizaje-Servicio, 12(1), 45–

60. https://www.redalyc.org/journal/310/31054991023/html

González Peña, M. V., Escalante Plá, L., & Soares, L. (2021). Confluencias teóricas

entre la extensión, aprendizaje-servicio y responsabilidad social.

+Q2

Revista Masquedós,

6(6). https://ojs.extension.unicen.edu.ar/index.php/masquedos/article/vi

ew/12

González-Rabanal, M. C. (2021). Retos del aprendizaje-servicio (ApS) en el ámbito

de la educación superior. El filandón de

Miryam. https://filandon.hypotheses.org/89

| Zenayda Aurora Suárez | Ramón Ignacio López García | Karolay Solieth Morales López |

e9067

Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and

development. Prentice Hall.

Ortiz, A. Y., & Macuch, R. S. (2022). Experiências e práticas de aprendizagem-serviço

no contexto da formação stricto sensu: Refletir para promover. Revista

Brasileira de Educação Superior, 45(2), 123–

145.

https://revistas.uece.br/index.php/conexaocomciencia/article/down

load/8168/7005

Peregalli, A., & Tapia, M. N. (Coords.). (2021). La pedagogía del aprendizaje-servicio

y las enseñanzas de la Iglesia Católica (1.ª ed.). Centro Latinoamericano de

Aprendizaje y Servicio

Solidario. https://www.uniservitate.org/es/2021/10/26/la-pedagogia-del-

aprendizaje-servicio-y-las-ensenanzas-de-la-iglesia-catolica

Rodríguez-Farías, M. G. (2024). La responsabilidad social en el contexto universitario

y la formación de nuevos profesionales. Cienciometría: Revista

Interdisciplinaria de Humanidades, Educación, Ciencia y Tecnología,

10(18).

https://www.cienciamatriarevista.org.ve/index.php/cm/article/vi

ew/1306

Scheaffer, R. L., Mendenhall, W., Ott, R. L., & Gerow, K. G. (2006). Elementary

survey sampling (6.ª ed.). Duxbury Press.

Sigmon, R. L. (1979). Service-learning: Three principles. Synergist, 8(1), 9–11.

Souza, K. S. S., & Silva, A. B. C. (2024). A metodologia ativa aprendizagem solidária

em projetos de extensão universitária. Revista Aracê – Direitos Humanos em

Revista, 11(2), 1–

18. https://periodicos.newsciencepubl.com/arace/article/view/1762/2229

Tapia, M. N. (2023). Service-learning: Concepts, reflections, and experiences.

Centro Latinoamericano de Aprendizaje y Servicio

Solidario.

https://www.clayss.org/wp-content/uploads/2023/08/ENG_S-

L_CEE_Resourcebook.pdf

Teodoro, J., & Bez, R. B. (2025). Diretrizes extensionistas: Construindo pontes entre

universidade e comunidade por meio da extensão universitária. En R. de

Andrade (Ed.), Extensão na Universidade Católica: Aprendizagem e

serviço (pp. 17–32). PUCPRESS.

Turk, J., & Pearl, A. (2021). Improving developmental learning outcomes in

community colleges through service-learning. New Directions for

Community Colleges, 195, 91–106. https://doi.org/10.1002/cc.20469

| Zenayda Aurora Suárez | Ramón Ignacio López García | Karolay Solieth Morales López |

Estrategia y Gestión Universitaria EGU

About the main author

Zenayda Aurora Suárez

Doctor of Education and Social Intervention (UNAN FAREM

Chontales, 2022), Master of Education and Social Intervention (UNAN FAREM

Chontales, 2021). Master of Public Health (CIES

–

UNAN Managua, 2015). Bachelor of

Education with a specialization in English (2015), Diploma in Statistical Thinking

(Institute of Education and Comprehensive Professional Training, [IEEPI]) (2023),

Diploma in Creativity, Design and Innovation: Techniques and Tools, online (Arizona

State University 2021), Senior Technical Nurse (2000), Bachelor of Public Health

(2003).

Declaration of author responsibility

Zenayda Aurora Suárez

: 1:

Conceptualization, Data curation, Formal analysis,

Research, Methodology, Resources, Software, Supervision, Validation/Verification,

Visualization, Writing/original draft and Writing, review and editing.

Ramón Ignacio López García

2: Supervision,

Validation/Verification, Visualization,

Drafting/Original Draft, and Writing, Review and Editing

Karolay Solieth Morales López

Methodology, Resources, Software, Supervision,

Validation/Verification, Visualization, Original Drafting, and Writing, Review

and

Editing

Financing:

wn resources

Special Acknowledgments: