Irene Culcasi

This study analyses changes in university students’ self-perceived eco-social competences through active methodologies linked to holistic sustainability and human rights. A multidimensional rubric based on the KNOW–CARE–DO model was applied to assess four eco-social competences: (1) critical contextualisation of knowledge in relation to social, economic, and environmental issues; (2) respect for human rights, diversity, equity, a culture of peace and participation; (3) undertaking actions for the common good and sustainable development; and (4) the application of ethical principles linked to sustainability and human rights. A pre-experimental design incorporating pre-test and post-test measurements was used. The study involved 61 students from universities in Spain, Colombia, and Italy. An open-ended question was included to complement the quantitative data. The results indicate significantly higher self-perceived competence scores at post-test than at pre-test, particularly in the critical contextualisation of knowledge. The rubric demonstrates acceptable-to-high internal consistency, although further psychometric validation is required.

Introduction: Digital technologies in service-learning enable the development of this pedagogical approach in contexts such as rural areas, giving rise to distinctive community–campus relationships in higher education.Objective: To identify perceptions and considerations regarding the co-creation process in virtual service-learning (e-SL) between universities and rural partners, focusing on their characteristics, interactions, and functioning.Method: Exploratory qualitative research based on an ethnomethodological approach, carried out through semi-structured, in-depth interviews. The purposive sample consisted of 16 participants: 8 university teachers and 8 rural community partners from Italy, Croatia, Spain, Austria, and Slovakia, all with experience in virtual service-learning courses. The interviews explored co-creation dynamics, roles, benefits, challenges, digital contexts, power dynamics, and sustainability, and were analysed using thematic analysis.Results: The initial proposal for the design of e-SL courses involving rural participation often began informally through personal networks and evolved into structured processes based on shared decision-making, joint planning, and needs assessment. Benefits included the empowerment of community voices, the alignment of course content with community needs, the revitalisation of curricula, and enhanced university–community collaboration. Challenges included digital access, time constraints, and communication barriers. Ownership was distributed through shared decision-making, fostering trust and mutual respect.Discussion: The findings emphasise reciprocal relationships, participatory behaviours, and the possibilities afforded by digital platforms. Co-creation in e-SL was regarded as a transformative practice, shifting epistemic authority toward a horizontal, relational, and reciprocal process. The sustainability of the process relies on ongoing commitment, trust, and technological infrastructure, aligning with theoretical models of co-creation and promoting long-term impact in the community.Conclusions: e-SL co-creation enhances relevance and impact, both in learning and in rural development. It has the potential to foster rural engagement, enrich student learning, and align projects with local priorities. Digital platforms facilitate collaboration but may introduce barriers that need to be overcome to ensure sustainability.

(1) Background: In today’s digital society, challenges like cyberbullying, harmful social media use, and unhealthy digital habits demand innovative and inclusive educational responses. This study investigates the potential of service-learning (SL) and electronic service-learning (e-SL) as experiential approaches to enhance digital well-being among youth. By actively engaging students, educators, and community stakeholders in co-designed projects, SL/e-SL promotes critical awareness, digital citizenship, and prosocial values while addressing digital risks. (2) Methods: This review offers a literature-based analysis of existing programs and good practices that apply experiential education to encourage responsible digital engagement. It explores SL and e-SL experiences across various educational settings. (3) Results: The findings show that SL and e-SL can be effective educational tools, creating meaningful opportunities for youth to participate in tackling digital issues and building inclusive spaces where students, faculty, and communities collaborate to foster digital literacy and well-being. The analysis also led to the development of quality standards for SL and e-SL practices that promote digital well-being. (4) Conclusions: This study highlights key implications for teaching, underscoring the value of integrative pedagogies that connect experiential learning to digital challenges, promoting a more inclusive and responsible digital culture.

This manual is dedicated to the community partners involved or planning to be involved in the e-Service-learning (e-SL) projects. It should improve understanding of e-SL and prepare community partners for participation in the mutual beneficiary partnership in e-SL projects with university students and teachers.

Manuál je určený na pomoc pri vypracovaní plánu merania dopadu service learningu na komunitu. Príručka je rozdelená do troch hlavných častí: prvá sa zameriava na hodnotenie a posudzovanie vplyvu SL a e-SL na komunitu a širšiu spoločnosť a druhá na to, ako tento vplyv komunikovať, aby sa zvýšilo povedomie verejnosti o hodnote service learningu pre komunity a spoločnosť. Posledná časť je predstavuje výber konkrétnych nástrojov, ktoré vám môžu pomôcť pri meraní vplyvu service learningu na komunitu.

The manual is designed to help university teachers develop the plan most suited to their needs. The guide is structured into three main sections: one focuses on evaluating and assessing the impact of SL and e-SL on the community and broader society, and the second on how to communicate this impact to raise public awareness of service-learning's value to the communities and society; the last part is offering a selection of concrete tools that can help you measure the service-learning community impact

Táto príručka je určená partnerom z komunity, ktorí sú zapojení alebo sa plánujú zapojiť do e-service learningových projektov (e-SL). Mala by zlepšiť ich porozumenie e-SL a pripraviť partnerov na partnerskú účasť v projektoch spolu so študentstvom a učiteľstvom vysokých škôl.

This study focuses on the evolution and impact of the European Service-Learning Association in Higher Education, with a focus on the role of Erasmus+ projects in this development. Indeed, the service-learning expansion at the European level is closely linked to Erasmus+ projects that have facilitated the creation of networks, research and institutional practices. A significant result was the founding of the European Association of Service-Learning in Higher Education (EASLHE) in 2019. The association promotes social justice, civic responsibility and engagement through service-learning, aiming to promote and institutionalize this practice across Europe. The article discusses the Europe-wide network’s milestones and its mission and articulation. Special emphasis is given to the mapping process of Erasmus+ projects on service-learning that reveals the importance of networks in sharing best practices, facilitating collaboration, and influencing educational policies. Emerging themes include digital empowerment, sustainability, and conflict resolution. This contribution provides a structured overview of service-learning in Europe, highlighting how collaborations activated among European partners improve the effectiveness, dissemination and impact of the educational proposal by contributing to the development of a more equitable and participatory society.

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.

As e-Service-Learning emerges as a promising tool to foster collaboration and solidarity in Higher Education, there's a pressing need to delve deeper into the factors underlying its efficacy. This paper presents a comprehensive framework of e-Service-Learning design principles and subjects it to empirical validation. Derived from a systematic literature review, the framework's structure was further consolidated through co-design sessions and validated through focus groups involving students, higher education professionals and community partners. Insights from these experts not only reinforce but also refine the initial framework, setting the groundwork for future e-Service-Learning endeavors in higher education. An analysis of the collated data culminated in a framework characterized by four distinct structural elements: three foundational pillars, four sets of design principles, three overarching goals, and a pivotal role of technology as an enhancer of learning. Both the pillars and the design principles are elaborated upon in detail. This study's outcomes hold potential to shape pedagogical strategies in higher education, ultimately driving a more empathetic and contextually relevant approach to learning.