Challenges of the educational and social impact of SL Projects in secondary schools
Keywords:
democracy, youth participation, secondary education, communities, activity learning, service-learningCopyright (c) 2025 Laura Farré Riera , Laura Domingo Peñafiel , Núria Simó Gil
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Abstract
Learning to participate as active citizens in the community challenges secondary education to carry out projects in which students can develop habits of democratic coexistence inside and outside school. Community Services projects (CS) with Service-Learning (SL) methodology are a pedagogical proposal whose objectives focus on community engagement for social transformation. This article shows the most relevant results of the research study Community Service as an innovative social practice in the local world. Analysis and proposals for improvement carried out during the years 2016-2018 in an institute with an innovative pedagogical trajectory. The methodology is based on a single case study that gathers the experience of the students and entities and institutions and starts from a collaborative process with the integration of teachers in the research team to analyse the SL projects from within and in depth. Specifically, the article aims to critically analyse the educational and social impact of SL projects from the point of view of the collaborating entities and institutions. The results presented confirm that student participation, coordination with entities and institutions and distributed leadership are key elements to develop participation based on trust, commitment and reciprocity with entities and institutions. Thus, when these conditions are present, CS projects fulfil the educational sense and the commitment to social transformation.
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