Educating for the sustainable development goals through service-learning: University students’ perspectives about the competences developed

Abstract

The purpose of this study was to examine the perceived impact of a Service-Learning (SL) experience titled “Educating for Sustainable Development Goals (SDGs),” at the Porto campus of Universidade Católica Portuguesa (UCP), in which 15 university students from different programs were challenged to train other students about the SDGs. The main aim of the SL project was to raise awareness about the SDGs among the recipients (200 high school students, 20 students from a University in Angola and 40 from a University in Brazil). Besides the development of soft skills in UCP students, the learning objectives also focused on training socially responsible citizens who can take the SDGs into their future professions and help create a better and more sustainable world. UCP students were asked to reflect on their SL experience in the middle and at the end of the semester, based on structured reflection prompts. Based on these reflections, the present study aimed to understand the perceived impact of the SL experience on UCP students, particularly on their understanding of sustainable development (e.g., knowledge of SDGs), and the recipients (e.g., knowledge of strategies to achieve SDGs). Qualitative analysis was performed through NVIVO software. The results showed an impact not only on the academic learning and the UCP students’ personal and professional domains, but also on their literacy about the SDGs. According to the UCP students’ perceptions, the SL experience was particularly helpful in promoting SDGs awareness in the recipients and predisposing them to change attitudes and behaviors. Therefore, we conclude that the SL project accomplished its purpose of promoting awareness of the SDGs among the recipients. The implications of these findings are discussed in the context of the role of higher education institutions and SL experiences in sustainable development.

Service-Learning as a pedagogical practice for the promotion of generic competencies: A systematic review

“…Regarding instrumental skills, basic knowledge of the profession, problem solving and -to a lesser extent-the ability to organize and plan as well as oral and written communication are highlighted. In this regard, there is agreement with other studies such as Ribeiro et al [13], Mayor [20,61], Aramburuzabala et al [22,35], Opazo et al [34], Castro et al [60], Aramburuzabala and Cerrillo [62],…”

“…It strengthens the commitment of teachers and the participation of social actors in the promotion of sustainable development, which allows a positive perception of their professional future [54,55]. In this regard, Ribeiro et al [13], Mayor [20,61], Aramburuzabala et al [22,35] state that it is an ideal methodology to promote sustainable development. In short, it is an effective pedagogical practice because teachers fully comply with their mission to develop professional and generic competencies in their students.…”

“…In short, competency-based education requires a paradigm shift in teaching and curriculum. In this context, SL is a pedagogical practice that enables holistic teaching [13,62]. It is an active and experiential [25,59], expansive and transformative methodology [71] that requires three main actors: teachers, students and community partners.…”

“…In this context, teachers must rethink their pedagogical practice, which is understood as a set of duly planned actions aimed at generating significant learning in students and achieving metacognition [12,13]. Thus, teachers have the mission to know their students and reflect permanently on how to teach [14] to apply the most pertinent methodological strategies to achieve the proposed learning [15].…”

Purpose in Life in Higher Education: Is There a Role for Service-Learning?

“…This study highlights the significance of fostering a sense of citizenship throughout educational experiences, which plays a vital role in the development of socially responsible young individuals. These educational endeavors engender a dynamic and dialectical relationship between learning, personal growth, and the constructive engagement of students within their communities [44].…”