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Service-learning (SL) is an innovative methodology aiming to improve learning while providing students experiences in the community. Consequently, students also develop social and emotional skills many higher education institutions promise to foster. However, few academic enrichment opportunities are implemented to develop these social skills and university teaching staff are limited in their knowledge of SL to promote active citizenship and civic engagement (Belando-Montoro, Jover, Ruiz de Miguel, Blanco, & Carrasco, 2015). This chapter presents an analysis of the presence of direct and indirect indicators related to social responsibility and SL in the degree programs of the Social and Legal Sciences area of the Complutense University of Madrid. These indicators include questions related to the social environment needs diagnosis and the design of projects that meet these needs, the environmental care, among others. The results indicate the lack of presence of courses on the direct indicators in the degrees offered. However, the focus on indirect indicators is relatively common. In particular, those common indirect indicators are related to critical thinking about social reality, the environment needs diagnosis, and the development of social intervention. The findings suggest universities increase their focus on social responsibility and community service in the university curriculum, providing training oriented toward socio-community intervention.

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.

The field of service-learning (SL) remains obscure as it has been variously defined and often misunderstood by many. There is a confusion in the academic literature and in practice as to what exactly service-learning means, and this confusion has been exacerbated by the way it has been misunderstood and implemented in various institutions. The aim of this volume dedicated to international case studies on service learning is to gain deeper insight into the multifaceted nature of this subject and the perplexities associated with it. The authors of this volume have adopted a holistic approach and have captured various interventions and approaches to find out the most accurate path toward gaining a complete picture of how service-learning impacts students with its emphasis on problem-solving, experiential learning, and community engagement. The volume will shed light on how successfully service-learning has been adopted to the existing curriculum with the emergence of a new breed of students who are aligned with the needs of the community and undertakes collaborative work to solve real-world issues.

There has been growing concern among international agencies and the corporate world regarding the question of sustainability and how long we can preserve our planet and ensure just and balanced development for all. Non-governmental organizations, labor leaders, faith-based organizations, religious leaders, and other civil society representatives play a crucial and diverse set of roles in societal development. At the same time, institutions imparting higher education are engaging in debates and quality research work to gauge the need of our current generation with a vision to meet the need of the future generation. Such lofty dreams can only be achieved if we respect the natural systems and the international standards designed to protect the core social and environmental values. Sustainability education is becoming crucial, mainly for students so that they are aware of concepts such as economic prosperity, resource equity, energy uses, and environmental health and concerns (Sengupta, Blessinger, & Yamin, 2019). In this context, the role of higher education along with civil society is critical. Being a part of society, they need to contribute by addressing the common problems so that they make our younger generations aware of the issues and help them create and flourish in an environment and ecosystem which is healthy. There has been a growing appetite among the educational institutions to receive information, examples, and case studies mainly from the environmental and economic perspective which could help the faculty to impart knowledge to the students. The purpose of this book is to explore different angles from sustainability corporate social responsibility and the role of civil society in the context of education. The chapters in this book gives us an insight into the prevalent literature as well talk about interventions and case studies that have contributed toward the growth of this genre. This book will help in reorienting curriculum, develop programs and modules, implement innovative teaching methods, and integrate such topics in their educational programs.