Service-learning and civic competencies development: a quasi-experimental study between private higher education institutions in Ecuador and Chile

Abstract

Higher education (HE) is increasingly called to contribute to democratic life by fostering students’ civic development. Service-learning (SL) supports this by promoting civic attitudes and skills related to community and democratic participation. SL has strong potential to enhance civic learning in HE. This study used a quasi-experimental design to compare SL's impact on civic competencies among higher education students in Ecuador and Chile. A total of 194 students from a private liberal arts university in Ecuador and a regional private university in Chile participated in the study, including both experimental and control groups. Data were collected using the Civic Attitudes and Skills Questionnaire administered before and after SL experience. Results indicated significant improvements in interpersonal and problem-solving skills after SL, with moderate effect size, while smaller effects were found in Civic Action. These findings suggest tht SL is particularly effective in developing relational skills, although its very overall impact is uneven and context-dependent. The study highlights the importance of pedagogical design and institutional context in shaping SL outcomes and contributes to the limited body of quasi-experimental research on civic competencies in Latin American higher education.