Exploring key service-learning experiences that promote students’ learning in higher education

Abstract

Service-learning has gained popularity as a new effective pedagogical approach in higher education across Asian countries in recent years. Yet, there are relatively few qualitative studies on students' service-learning experiences in the unique educational context of each Asian country. This study explored critical experiences in service-learning programs that promote undergraduate students' learning and examined how students incorporate their learning into other learning contexts by conducting in-depth interviews with students who actively engaged in extracurricular service-learning programs at a Korean university. The qualitative findings of this study demonstrated that students' learning process and reflection were promoted by seven critical experiences: (a) understanding and providing benefits that recipients really need, (b) designing and planning a project by themselves, (c) solving a real-world problem, (d) collaborating with diverse people, (e) undertaking a specific role of responsibility, (f) recognizing and managing uncomfortable feelings, and (g) reflecting on their interest and abilities. Additionally, this study revealed that students had expanded their learning and reflection of their service-learning experiences into multidimensional learning contexts by (a) connecting with formal academic courses and (b) engaging in new on-and off-campus activities. This study contributes to broadening the global knowledge base of the service-learning field and it furthermore provides practical implications for policymakers and educators in higher education to design and improve service-learning programs.

Exploring the service learning program in the transition country context from the students' philanthropic behaviour vantage point: Case of Croatia

“…This is the major theoretical contribution of the study complemented by several practical implications. Namely, raising awareness of SL practice importance worldwide coupled with scarce ‘tailor‐made’ solutions or findings for specific educational contexts (Choi et al, 2023) makes the results from this research particularly important. In addition, one of the possible explanations for the languid pace of SL development in transition economies is the current state of trust between universities and communities (Sugawara et al, 2023) that should be improved for mutual benefit, including the expansion of the SL concept.…”

Exploring Motivational Factors for Faculty Engagement in Service-Learning Courses: Perspectives from Indian Undergraduate Engineering

“…The factors include the experience of faculty in the past, unselfish desire to serve society, support from the institutions, civic values, societal values, and teaching. Choi et al described how students work closely with their classmates and faculty where the bonding gets stronger (Choi et al, 2023) which becomes a motivation for faculty. Following are the categories under which the faculty motivation happens for choosing service-learning, as per the literature explored.…”

Implementation of international project management at the educational establishment

“…The active engagement of students in the planning and execution of international projects is a key strategy for successfully managing international project activities in educational establishments. Involving students in the process not only enriches their learning experiences but also contributes to the overall success and sustainability of global initiatives (Babaei et al, 2023;Choi et al, 2023;Prebanić & Vukomanović, 2023). It demands student participation in project design; formation of student project teams or committees; studentled initiatives; cross-cultural students' collaboration; integration into coursework allowing students to engage with the project as part of their academic curriculum; offering study abroad opportunities as part of international projects; encouragement of students to contribute to the project through research initiatives, academic papers, or presentations; facilitating collaborative research projects where students work alongside faculty members in addressing specific aspects of the international project; promotion of peer-to-peer learning within the student community; involvement of students in communication and outreach efforts related to the international project; integration of reflection and evaluation activities into the project; recognition and celebration of student contributions.…”