Effects of an intergenerational service-learning program on prosocial behaviors and perception of physical education in primary education students

Abstract

Introduction: The Service-Learning (SL) promotes the acquisition of curricular competencies through enriching experiences that respond to real social needs, within a framework of critical reflection and ethical commitment. Through an intergenerational SL program, this article addresses the global phenomenon of population aging. Preventing ageism as a potential discriminatory behavior should be the foundation for building positive prosocial behaviors from childhood. In addition, Physical Education (PE) can be an effective tool to promote social inclusion. Methods: A total of 106 students, divided into two methodology groups (Traditional vs. Service-Learning; age = 10.49 ± 0.50), participated in a 10-week intervention with older adults in a day center, using physical activities as the main tool. The study incorporated standardized questionnaires assessing prosocial behaviors (PB) and students’ self-perception of PE lessons. Findings: The results show significant improvements in most PB dimensions (Empathy, Respect, Sociability, and Leadership; all, p < 0.05) and in self-perception of the PE subject in the SL group (p < 0.05), in contrast to the TM group, which showed no improvements. Discussion: In general, an experiential methodology with an inclusive focus such as SL fosters civic and respectful behaviors in adolescents, especially when they engage with socially disadvantaged groups. Furthermore, the role of PE is crucial, as it enables direct and progressive interaction with the target population, in this case, older adults.