Impact of service-learning on perception towards people with intellectual disabilities in the university context

Abstract

Within the framework of an interuniversity teaching innovation project aimed at implementing Service-Learning (SL) methodology, the perception of university students towards individuals with intellectual disabilities has been analyzed. Data were collected through a descriptive quantitative pretest-posttest study with a control group. Specifically, 253 students participated using a convenience non-probabilistic sampling method, all from two Spanish universities during two academic periods (2022-23 and 2023-24). Two distinct groups were considered: on one hand, students who followed SL methodology, acting as the experimental group, and on the other hand, students who followed other methodologies, acting as the control group. Between the pretest and posttest, the control group did not participate in any specific socio-educational intervention, while the experimental group actively participated in training and developing activities based on the SL methodology. In other words, the experimental group of students was trained in SL methodology, promoting active learning. Through participation in scheduled activities, the possibility of applying this methodology is facilitated, allowing for the connection of classroom learning with real-life, experiential contexts. The results obtained demonstrate that the inclusion of SL methodology in university studies is effective in improving perception towards individuals with intellectual disabilities. Consequently, future lines of development emerge in the promotion of inclusive educational actions through SL methodology to enrich the university space.