Service-Learning Experiences in Spanish Universities

Abstract

In Spain, despite the increase of initiatives that promote the institutionalization of the Service-Learning (SL) methodology in the university sphere, the development of SL has been slow. The academic literature has noted this normative support, and in recent years there has been a proliferation of publications collecting research results, teaching innovation projects, and theoretical reflections on the benefits of SL. However, a current situation analysis of SL in Spain is still to be performed. Hence, this chapter aims to provide an overview of the current situation of SL in Spanish universities. A qualitative systematic review of the Spanish literature on SL in higher education is carried out by searching for original articles in English and Spanish in several databases. The principles established by PRISMA declaration for systematic reviews were followed.

The study reveals an increasing trend in the number of publications on the subject, although with significant differences between territories. Likewise, most of the studies used descriptive methods. In relation to the categories analyzed, the interest of the literature in the benefits obtained by university students through their participation in the experiences stands out, compared to the benefits obtained by the target group, the university–community relationship or the promotion of university social responsibility. The 50% articles included in the review refer to the effect of SL on the curriculum through teaching practices. Others evaluate the impact of the service, analyze dissemination actions of the experiences carried out, the future challenges for research on SL in Spanish universities, and the obstacles in the implementation of the experience.

Citation

Belando-Montoro, M.R., Aranzazu Carrasco-Temiño, M. and Naranjo-Crespo, M. (2022), "Service-Learning Experiences in Spanish Universities", Sengupta, E. and Blessinger, P. (Ed.) International Case Studies in Service Learning (Innovations in Higher Education Teaching and Learning, Vol. 47), Emerald Publishing Limited, Leeds, pp. 61-84. https://doi.org/10.1108/S2055-364120220000047005