Service-learning in university education: an innovative strategy for professionals committed to sustainable development
DOI:
https://doi.org/10.5281/zenodo.18663289Keywords:
social engagement, community development, Service-Learning, pedagogical innovationAbstract
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.
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