Attitudes Towards Service Learning in Turkish Higher Education: Perspectives and Practical Approaches

Historical Background Of Service Learning In Turkey

Turkish culture traditionally encompasses the understanding of mutual aid, solidarity, and collaboration. The philosophical foundations of the concept are, thus, rooted in the culture of endowment and solidarity of both the Seljuk and Ottoman Empires. Alongside endowments, craftsmen and small artisans formed associations and unions, while, simultaneously, the idea of social solidarity began to sprout in cities and neighborhoods (Kartal, 2020). Contemporary examples of these can be found in community chests encountered in some areas (Kut, 1991, as cited in Şeker, 2009). Primarily, the idea of “Community Service Practices” was brought there by the Village Institutes and is now seen as a leader in the field. It is part of a plan to get students involved in solving problems in their communities through projects and hands-on learning, which will also improve programs that train teachers (Coşkun, 2012).

When discussing the function of community service, there exists a vast educational literature behind it, referred to by various names such as community education, community-based education, community development, adult education, agricultural education, and development education. Widely acknowledged, the relationship of this concept with education is traced back to the American philosopher John Dewey and has been associated with the experiential learning approach of the 1960s (Lin et al., 2014). The recent history of Turkish education underscores the implementation of educational activities designed to prepare students for societal contributions and enhance their roles as beneficial individuals in their communities. The term “service learning” is expressed as “community service practices” (CSP, henceforth) in Turkey. This nomenclatural difference implies focusing on solving societal problems rather than students' self-improvement through the course (Beldag et al., 2015). Additionally, upon analyzing the education system in Turkey, it becomes apparent that primary, secondary, and tertiary education programs incorporate activities of volunteerism or community service, rather than using Service Learning (SL) approaches. An analysis of the existing literature reveals a limited adoption of the Service Learning (SL) methodology, with researchers frequently using the terms “service learning” and “community service” interchangeably, leading to a lack of clarity in their conceptual understanding (Colak, 2015). Additionally, an examination of the definitions related to the CSP course reveals that the implementation in education faculties primarily takes place within the context of “community service.” However, as emphasized by Furco (1996), service learning can occur healthily when a balance is established between service, outcomes, and learning.