El impacto del aprendizaje-servicio (ApS) en diversas variables psicoeducativas del alumnado universitario: las actitudes cívicas, el pensamiento crítico, las habilidades de trabajo en grupo, la empatía y el autoconcepto. Una revisión sistemática

Abstract

En los últimos años, el aprendizaje basado en servicio (ApS) ha demostrado ser una metodología educativa efectiva para la adquisición de conocimientos y el desarrollo personal y profesional de los estudiantes en ámbitos universitarios. Sin embargo, falta investigación específica sobre el impacto que este tiene sobre variables psicoeducativas. Es por ello, que el objetivo de este estudio es estudiar detenidamente la relación entre el ApS y las actitudes cívicas, el pensamiento crítico, las habilidades de trabajo en grupo, la empatía y el autoconcepto del alumnado universitario. Se realizó una revisión sistemática de 50 estudios experimentales publicados en el último lustro, sobre la implementación de la metodología y obtenidos a través de las bases de datos Medline, Scopus, Web of Science y PsycInfo. Los resultados muestran que el ApS proporciona al alumnado un contexto de aprendizaje que favorece el desarrollo de su autoeficacia y de su autoestima mientras aprende a reflexionar y resolver problemas de manera más eficaz. Además, al convivir con realidades diferentes a las suyas, aumenta su empatía y su conciencia social convirtiéndolos en ciudadanos responsables. Futuros estudios deberán de analizar los resultados a largo plazo.

How Schools Perceive the Rural Environment in the Iberoamerican Context: An Approach to Sustainability

“…In fact, the schoolchildren's drawings about rural areas are a first step towards getting to know their previous ideas and initiating a communication process, according to a study [54]to generate strategies for the schoolchildren's civic integration. With all of this, it is possible to generate more in-depth considerations regarding the situation in rural areas and help schoolchildren to develop metacognition in relation to their own learning, in line with some Latin American studies [29,55].…”

A service-learning program assessment: Strengths, weaknesses and impacts on students

“…The main goal of SL is the learning it provides to students (Blanco-Cano & García-Martín, 2021), which entails a planning of contents to be emphasized or developed and an assessment of the impact it has on learning (Dicks & Mitchell, 2019). In this regard, service-learning is considered to be a highly effective means to achieve competence-based learning, as it is able to show students the skills and knowledge acquired through active involvement by "learning-by-doing" (Raya-Diez & Caparrós Civera, 2013), improving their psychosocial, civic and ethical skills, and acquiring knowledge, know-how and knowing how to act in a specific field (Lorenzo & Matellanes, 2013).…”

“…In this regard, service-learning is considered to be a highly effective means to achieve competence-based learning, as it is able to show students the skills and knowledge acquired through active involvement by "learning-by-doing" (Raya-Diez & Caparrós Civera, 2013), improving their psychosocial, civic and ethical skills, and acquiring knowledge, know-how and knowing how to act in a specific field (Lorenzo & Matellanes, 2013). To accomplish this, SL projects should contain a reflection phase where students meditate and become aware of the lived experience and constructively debate their observations (Blanco-Cano & García-Martín, 2021;Mackenzie, Hinchey & Cornforth, 2019;Schmidt & Brown, 2016), which will foster a moral reasoning and a reflection on their personal future from a professional and personal perspective (Gil, Chiva, & Martí, 2013). On the other hand, the literature reveals that service-learning, in addition to achieving social and emotional development, promotes academic excellence (Marcus, Atan, Talib, Latif & Yusof, 2019), because curricular contents are better retained when they are integrated into real experiences, and we learn even more when the practices are related to needs or social problems, by generating a commitment.…”

“…According to Alvarado (2017), teachers must be committed to this process in order to attempt to attain not only academic benefits in students, but also a personal transformation that derives from experiences in real contexts and that permit developing their growing awareness, converting them into agents of change. However, one of the shortcomings of the Spanish educational system is the lack of techniques and methods that stimulate creativity, promote reflection and connect the classrooms to the real context, putting into practice what is learned in the classroom (Blanco-Cano & García-Martín, 2021).…”

Hacia la igualdad de género desde experiencias de aprendizaje-servicio

“…Una educación del siglo XXI necesita formar parte de estas nuevas prácticas cívicas en las que la juventud se implica y participa en los asuntos públicos, cultivando nuevas formas de cooperación y de colaboración con la comunidad basadas en la igualdad (Blanco y García, 2021;Mayor y Rodríguez, 2015). En consecuencia, este tipo de investigación pretende dar una visión general sobre una realidad educativa, sirviendo para explorar y conocer prácticas o contenidos que deben ser visibilizados tanto por la potencialidad de su metodología y efectividad como por la relevancia del tema que abordan.…”