Transforming realities: students’ learning through University Service-Learning in initial teacher training

Abstract

University Service-Learning (S-L), based on the theories of active methodologies, is conceived as a transformative tool that creates a culture to promote integral human development from civic awareness, the design of sustainable scenarios and the perspective of social justice, thus contributing to the fulfilment of the Sustainable Development Goals (SDG) collected in the 2030 Agenda. This case study aims to identify the learning that university students develop when they become involved in university S-L projects and experiences. The narratives of the conclusions of sixty-five Final Degree Projects and Master Thesis in the field of education carried out at the University of de Basque Country (UPV/EHU) have been analysed. The narratives have been coded in order to carry out a categorization process based on a deductive-inductive categorical system and with the help of Nvivo software. The triangulation of the analysis was multimodal. The students define S-L as a suitable means of developing university competences and completing their academic training. Through experiences and evaluation of them, they acquire conceptual and procedural learning: disciplinary knowledge, curricular content and professional competences; and they experience a change of identity by developing their critical reflection and values based on social justice and sustainability. By responding to real needs together with the community, the active role and leadership of the students is evident and they are involved throughout the process. However, the planning of S-L proposals also raises certain challenges such as the relationship with the collaborating entities and/or the management of time. Therefore, institutional management is proposed for these aspects and, thus, facilitating dynamic learning-teaching actions aimed at community contribution.