Pilar Aramburuzabala

Service-Learning (SL) has become a highly effective learning methodology in recent years, bridging the gap between theory and practice while contextualizing learning in real-world scenarios. It has been successfully implemented across all levels of higher education, resulting in notable improvements in university students' skills. However, as a transformative methodology, SL is still in the early stages of development in terms of assessment methods. Consequently, there is a pressing need to design and validate reliable and, above all, valid measurement instruments, as the application of SL to real-world contexts is its primary value. This paper demonstrates how to optimally design and validate university SL instruments to evaluate the quality of the SL experiences at the university level from the point of view of university professors, guided by the principle of parsimony. The online modified Delphi method, Robust Unweighted Least Squares Exploratory Factor Analysis, and Confirmatory Factor Analysis have been applied to create a new instrument, the QaSLu-27, validated through a sample of 16 experts using the online modified Delphi method and 118 university teachers who implement SL projects. The results show optimal psychometric conditions for the new instrument (W = 0.11; α = 0.92; CMIN/DF=1.027; CFI= 0.979; WRMR= 0.0985; RMSEA= 0.046), leading to the development of new rating scales that allow comparisons of future users of this methodology, considering their attributional and demographic characteristics. The design of new validated instruments, capable of being used in the real world and allowing the creation of scales, will be very useful to measure the implementation of new experiences in SL, to evaluate their progress, their participants, their managers and their monitors, contributing to the establishment of this field of study in the current academic framework and in the generation of new scientific knowledge.

Service-Learning (SL) has become a highly effective learning methodology in recent years, bridging the gap between theory and practice while contextualizing learning in real-world scenarios. It has been successfully implemented across all levels of higher education, resulting in notable improvements in university students' skills. However, as a transformative methodology, SL is still in the early stages of development in terms of assessment methods. Consequently, there is a pressing need to design and validate reliable and, above all, valid measurement instruments, as the application of SL to real-world contexts is its primary value. This paper demonstrates how to optimally design and validate university SL instruments to evaluate the quality of the SL experiences at the university level from the point of view of university professors, guided by the principle of parsimony. The online modified Delphi method, Robust Unweighted Least Squares Exploratory Factor Analysis, and Confirmatory Factor Analysis have been applied to create a new instrument, the QaSLu-27, validated through a sample of 16 experts using the online modified Delphi method and 118 university teachers who implement SL projects. The results show optimal psychometric conditions for the new instrument (W = 0.11; α = 0.92; CMIN/DF=1.027; CFI= 0.979; WRMR= 0.0985; RMSEA= 0.046), leading to the development of new rating scales that allow comparisons of future users of this methodology, considering their attributional and demographic characteristics. The design of new validated instruments, capable of being used in the real world and allowing the creation of scales, will be very useful to measure the implementation of new experiences in SL, to evaluate their progress, their participants, their managers and their monitors, contributing to the establishment of this field of study in the current academic framework and in the generation of new scientific knowledge.

Many authors and organizations argue that the university can and should play a key role in building a natural and social sustainable environment. For that, it is necessary to integrate methodologies that are consistent with sustainability principles. This chapter analyzes, from a theoretical perspective, the features that make service-learning an effective tool for introducing sustainability into the curriculum and the challenges of its implementation in higher education. The connection between service-learning and education for sustainable development is analyzed by reviewing documents and research on the subject. As a conclusion, it is argued that service-learning is a valuable methodology for sustainability educating in higher education.

This dataset shows the original validation and standardization of the Questionnaire for the Self-Assessment of Service-Learning Experiences in Higher Education (QaSLu). The QaSLu is the first instrument to measure university service-learning (USL), validated following a strict qualitative and quantitative process by a sample of experts in USL and generating rating scales for different profiles of professors. The Delphi method was used for the qualitative validation by 16 academic experts, who evaluated the relevance and clarity of the items. After two consultation rounds, 45 items were qualitatively validated, generating the QaSLu-45. Then, 118 instructors from 43 universities took part as the sample in the quantitative validation procedure. Quantitative validation was carried out through goodness-of-fit measures using confirmatory factor analysis and the final configuration optimized using one-factor robust exploratory factor analysis, determining the most optimal version of the questionnaire under the law of parsimony, the QaSLu-27, with only 27 items and better psychometric properties. Finally, rating scales were calculated to compare different profiles of USL professors. These findings offer a valid, strong, and trustworthy instrument. The QaSLu-27 may be helpful for the design of USL experiences, in addition to facilitating the assessment of such programs to enhance teaching and learning processes.

There has been a proliferation of service-learning practices in many disciplines of higher education. Although there are many instruments to assess various aspects related to service-learning, only a few are valid and reliable. This research tries to fill that gap by providing an optimal instrument. To this end, 118 educators from 43 higher education institutions participated in the validation process. Sampling was incidental and based on opportunity. Participants were asked to fill in the Questionnaire for the Self-assessment of University Service-learning Experiences—45 (QaSLu-45), which consists of 45 items with a 5-point Likert scale and was validated qualitatively through the Delphi method in 2020. To validate the questionnaire psychometrically, four steps were followed. First, an exploratory factor analysis of the main components was performed. Next, robust unweighted least squares factor exploratory analysis was carried out. Then, the goodness-of-fit and reliability of the final questionnaire were calculated. Finally, the scales for the new reduced QaSLu-27 were established. These results provide a valid, robust, reliable instrument, the QaSLu-27, which not only facilitates the evaluation of service-learning experiences for improving teaching and learning processes but can also be useful for their design.

In an era driven by technology and connectivity, where the sphere of learning goes beyond conventional classrooms, virtual service-learning merges the possibilities of technology with the principles of experiential education in a powerful blend. Service-learning (SL) is an educational proposal that has been recognized by UNESCO as an innovative educational tool through which to address the complex challenges of our society. The Sustainable Development Goals provide a framework around which to structure the SL projects and thus develop the skills needed to act on the full range of goals. Embedding digital service-learning means opening a debate on the intricate relationship between technology, education, and societal impact. This study aims to explore the perspectives of students, faculty and community partners on the combination of SL and digital empowerment (DE) under the sustainability education principles. The study adopted a qualitative approach. Data were gathered through two focus groups involving faculty, students and community partners. The focus group participants discussed the opportunities for innovation, the expected impact on them and on society as a whole, their needs, the pre-conditions for making SL and DE successful, and limitations or undesirable outcomes. The results are presented according to the six principles of sustainability education in the university environment, highlighting the transformative potential of combining these principles within SL and DE.

Este trabajo se centra en una experiencia educativa basada en incorporar la metodología del aprendizaje-servicio (ApS) en dos asignaturas universitarias de historia contemporánea. El fin era lograr que los estudiantes generasen conocimiento con impacto social al mismo tiempo que colaboraban con agentes sociales extraacadémicos (como Ecologistas en Acción o la Asociación de Memoria Histórica “Los Barracones”). Se perseguía, por tanto, reunir la adquisición de competencias propias de la disciplina histórica con la realización de un servicio a la comunidad. Así, este texto parte de los datos recogidos (encuestas y evaluaciones) a lo largo de un semestre para realizar un estudio multicaso de carácter descriptivo. Ello ha permitido evaluar de forma precisa el desarrollo de la experiencia en las asignaturas implicadas. A partir del trabajo en grupo y de la interacción con los agentes sociales, los estudiantes redactaron cinco entradas en Wikipedia y desarrollaron competencias curriculares de sus guías docentes. El grado de satisfacción quedó patente, pero también se abrió espacio a la mejora en el funcionamiento de los grupos, la carga de trabajo y la calidad de las interacciones con los agentes sociales. Aunque los datos apuntan a que el aprendizaje-servicio podría ser una metodología útil para el proceso de enseñanza-aprendizaje de la historia contemporánea, también revela que sus efectos podrían resultar más satisfactorios en caso de realizar una serie de modificaciones en la experiencia que aquí se presenta.

In an era driven by technology and connectivity, where the sphere of learning goes beyond conventional classrooms, e-Service-Learning (e-SL) merges the possibilities of technology with the principles of experiential education in a powerful blend [1]. Service-learning (SL) is an educational proposal that has been cited by UNESCO [2] as an innovative educational tool through which to address the complex challenges of our society. The Sustainable Development Goals [3] provide a framework around which to structure the SL projects and thus develop the skills needed to act on the full range of goals. Embedding digital means open a debate on the intricate relationship between technology, education, and societal impact [4]. By analyzing two focus groups involving faculty, students and community partners, this contribution aims to explore the potential of combining SL and digital empowerment (DE). The focus group participants discussed the opportunities for innovation, the expected impact on them and the society at large, their needs and the pre-conditions needed to make SL and DE successful, and limitations. The results are presented according to the six principles of sustainability education in the university environment, highlighting the transformative potential of combining these principles within SL and DE.

The current study analyzed university students’ purpose in life in the context of service-learning (SL) courses developed in a university in Portugal. Briefly, 112 graduation and master students, from different areas, involved in 15 SL courses (82 female; 73.2%; age ranging from 18 to 51; M = 23; SD = 6.51) participated in this study. Questionnaires included an open-ended question about students’ purpose in life. Four closed-ended questions were included to understand student’s perceptions of change in their purpose in life arising from the SL courses and other perceptions about their SL course. Qualitative data were analyzed via content analysis with NVivo. Results indicated that students’ purpose in life ranged from social-related goals, such as helping or caring for others, to personal-related goals, including personal growth and well-being. Most of the students (71.4%) reported that their purpose in life changed moderately or a lot after participating in a SL course. Findings are discussed in light of the literature, identifying implications for the development of SL courses in higher education, considering the contribution of this pedagogic methodology to the definition and reconfiguration of young people’s purpose in life.