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Service-learning is conceived of as an active pedagogical approach that integrates community services into learning processes. Although this practice has a long history in the Americas, it is still emerging in some European countries. Since the Bologna Process, Spanish universities have faced challenges associated with introducing learner-centered pedagogies and fostering students’ social responsibility. However, service-learning fuses these two lines of intervention. This article aims to provide data about the degree to which service-learning has been established and institutionalized at Spanish universities. To obtain these data, an electronic questionnaire based on a self-assessment rubric for the institutionalization of service-learning in higher education was sent to selected informants at Spanish universities. The results showed that most Spanish universities are at a very early stage in the institutionalization of service-learning; in fact, only a few appear to have mechanisms in place to achieve such institutionalization. The authors reflect on the need to support this emerging pedagogical practice to improve the quality of education and community engagement in the context of Spanish higher education.

educación como marco teórico que sugiera nuevas concreciones de la competencia artística en las aulas. El punto de partida de nuestra investigación, fundamentada en el análisis del currículo y de sus concreciones en las aulas de distintos centros educativos de Educación Primaria, es la necesidad social de potenciar la recepción y creación de formas artísticas híbridas, que se sirvan de todos los lenguajes, medios, técnicas y recursos que tenemos hoy a nuestro alcance; de este modo el alumnado podrá ser, no solo consumidor de contenidos intermediales, sino también creador. Para ello proponemos hacer un paso atrás y un paso adelante en la mayoría de propuestas didáctico artísticas más comunes de nuestras escuelas y empoderar al alumnado en el proceso creativo: por un lado, debemos proponerles retos que les permitan elegir el género con que van a vehicular su respuesta, el discurso propio; y por el otro debemos propiciar, a través de los medios de comunicación, que sus producciones lleguen a un público interesado y crítico, y no únicamente al docente. Este enfoque exige también una concepción más fluida de los géneros artísticos.

Service-learning is an educational practice that promotes learning processes of eclectic and thorough contents, competences and values through a community service and its critical review with the help of reflective tools. Its implementation is necessary, particularly in teacher training, in order to foster change in the education system and to progress towards sustainability. In this paper we describe and analyse three projects involving the use of service-learning related to sustainability in the practicum phase of initial teacher training. In order to obtain the results, we have analysed outputs generated by the teacher trainees under the Rubric for the Self-Assessment and Improvement of Service-Learning (RSAISL) projects (Rubio-Serrano, Puig-Rovira, Martín-García and Palos-Rodríguez, 2015). The results show that the trainees are capable of leading and executing successful service-learning projects at schools, despite the limiting factors, such as time constraints or the lack of consolidation of some of these projects.

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