The educational impact of partnerships in university service-learning experiences: Education for critical citizenship and social responsibility

Abstract

The transformation of university learning environments demands pedagogical models that connect academic knowledge with social engagement. In this context, service-learning is established as an educational approach that integrates disciplinary learning with community action. The aim of this study is to analyse, from the students’ perspective, the educational impact of partnership relations established with social organisations within the framework of university service-learning projects. A quantitative, descriptive, ex post facto study was conducted based on the analysis of evaluation questionnaires completed by 212 students from the Faculty of Education at the Universitat de Barcelona, who participated in service-learning projects between 2016 and 2024. The instrument used evaluates the factors influencing student participation, their perceived usefulness of the service, and their satisfaction. Based on a correlation analysis, the results show that the active involvement of community organisations has an impact on student satisfaction, their personal engagement, and perceived learning. A high value is attributed to the development of ethical and social competencies, alongside a positive assessment of work on values, responsibility, and social engagement. The study concludes that partnerships play a key educational role in service-learning projects, broadening university learning environments and contributing to the development of critical, reflective, and socially engaged citizenry. It also identifies certain challenges related to the curricular integration of service-learning and the need to strengthen coordination mechanisms between universities and communities.