The Contribution of Service-Learning to the Holistic Development of Engineering Students in Private Higher Education

Abstract

The demand for engineering programmes has declined by 30% over the last decade, creating a critical need for retention strategies. In 2021, Brazil mandated integrating extension activities into at least 10% of the undergraduate curriculum. This exploratory case study investigates the impact of these activities on the holistic development and retention of nontraditional engineering students (working adults) at a private institution. It analyses extension's potential to mitigate the "engineering blackout" and labour market skills gap. The study evaluates service-learning implementation across two Electrical Engineering courses (2024–2025) involving 38 students. Interventions included nine projects ranging from technical consultancy to community co-creation. Individual self-assessments and technical reports were analysed using the Queiruga-Dios framework and Freire's theoretical perspective. Findings show 92% of students developed technical skills and 89% improved soft skills (e.g., teamwork, adaptability). Additionally, 76% demonstrated shifted social responsibility attitudes, and four projects achieved a transformative approach via direct co-creation and dialogue. Crucially, extension courses achieved a 97.4% success rate, contrasting sharply with a 36.1% failure/dropout rate in standard technical courses. The study concludes that mandatory extension democratises professional skill acquisition and fosters organic community engagement, serving as a vital retention strategy for private institutions despite resource constraints.