Service-learning (SL) is a participatory teaching–learning methodology through which students learn certain content while also meeting a number of real social needs in their environment. The implementation of SL in different areas and educational stages has been extensively described. However, its potential as a community and intercultural development strategy at the local level has not been widely studied. Through a documentary analysis, the present work sought to understand the characteristics of socio-educational interventions, which, based on the service-learning methodology, aim at improving coexistence in local communities with a high degree of cultural diversity. A total of 18 projects were included in a community programme implemented in the municipality of Elche (Spain) between 2010 and 2016. They all focused or included the promotion of intercultural coexistence among their objectives. The study design was quantitative, with a descriptive and explanatory, univariate and bivariate analysis using the IBM Statistical Package for Social Sciences 26. The results showed that service-learning can contribute to the improvement of intercultural coexistence. Moreover, a number of SL basic, pedagogical and organisational components are enhanced when integrated into broader community development processes.

Debating represents an active teaching–learning method in higher education. Engaging in debates helps to acquire and develop transversal skills, which are essential to successfully function in personal, academic, and professional spheres. In this quantitative, descriptive, and explanatory study, we analyse how attitudes included within transversal competences were acquired through a debate activity conducted as a part of the social work programme at the University of Alicante. A total of 74 students participated, with an average age of 22.34 years, the majority of which were women. The students were divided into two evaluation groups: a peer evaluation group and a teacher evaluation group. Using an ad hoc questionnaire, three categories of variables were studied: sociodemographic variables; organisational and activity evaluation variables; and variables relating to the acquisition of attitudes. The results indicated that debating favoured communication, innovation and entrepreneurship, social commitment, critical thinking, information management, autonomy and self-regulation, as well as teamwork. Variations were also found according to the university admission modality and the evaluation agent. These results highlight not only how useful debating can be as a pedagogical tool, but also the need to consider different contextual factors when implementing debate activities in the context of university studies.

El objetivo de la presente investigación fue analizar el fenómeno de la participación comunitaria durante la pandemia causada por el COVID-19, contextualizándolo en el espacio geográfico de la provincia de Alicante (España). Los datos fueron recogidos mediante un cuestionario ad hoc autoadministrado. Participaron 260 personas residentes en la provincia de Alicante, seleccionadas mediante muestreo no probabilístico por conveniencia. Los resultados mostraron el impacto de la enfermedad en la vida colectiva de las personas, en su identificación y pertenencia comunitarias, en su adhesión a proyectos comunes, así como en sus conductas altruistas. El trabajo concluye apuntando que: 1) El distanciamiento físico impuesto por la COVID-19 no necesaria ni automáticamente se traduce en distanciamiento social, puesto que durante la pandemia se desarrollan múltiples experiencias de colaboración y solidaridad ciudadana; 2) Las desigualdades sociales se mantienen en los ejes de género y procedencia cultural en lo referido a la participación, ya que son las mujeres y las personas extranjeras quienes afrontan mayores obstáculos; 3) Existe un alto nivel de desinformación sobre las actividades y decisiones que afectan a las comunidades, lo que concuerda con el bajo nivel de participación en estructuras y proyectos colectivos.