Service-learning: A practical tool and methodology for integrating substantive university processes
DOI:
https://doi.org/10.31637/epsir-2025-2022Keywords:
integration, substantive university processes, service-learning, society, students, teachers, comprehensive development, researchAbstract
Introduction: The aim of this paper is to analyse service-learning as a methodology that facilitates the link between teaching, research and university extension, promoting the integration of substantive processes and social engagement. Methodology: A qualitative analytical-descriptive approach is used, focusing on examining service-learning as an innovative tool, supported by a review of relevant academic literature. Results: Service-learning enables the effective articulation of substantive university processes, providing a procedural framework for its implementation, with theoretical principles based on the concepts of this methodology. Conclusions: The implementation of service-learning projects in the university requires reorganising internal processes, fostering interdisciplinary collaboration and promoting the active participation of teachers, students and the community in order to generate sustainable solutions to complex social problems.
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Copyright (c) 2025 Roberto Tolozano-Benítez, Segunda Elena Tolozano Benites, Isaac Roger Martínez, Irmita Isabel Barzola Zambrano
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