Many students foresee that a service-learning course would help them to participate in the development of the community, addressing its real concerns. On the other hand, students anticipate individual growth in terms of personal, interpersonal, and societal skills. However, service-learning also throws up some concerns and challenges. Thus, it is very important for educational institutions to understand the challenges in the planning and execution phase and reap a positive impact from the service-learning course. A qualitative research technique is adopted and the responses are grouped into themes for better evaluation of the factors. The current research surveyed 290 respondents to understand students' expectations and benefits from service learning. It throws light on the challenges that need attention to harness its benefits. Addressing these issues and expectations would enhance students' engagement and elevate the benefits for all the stakeholders.
TopIntroduction
Service Learning has revolutionised the education movement. The roots of Service Learning were found more than half a century ago and currently occupy the centre-stage of education around the world. John Dewey (1938) enhances the Service-Learning concept by adding experience in education. His works promote democratic values in students’ lives by connecting education to society, uplifting the community, encouraging a sustainable world and focusing on people, partnership, prosperity and peace on the planet. It includes a learning process through continuous actions and reflections.
Service Learning is distinguished as an educational method that bridges theory and practice. It allows students to engage in community service to address local needs, while also facilitating reflective discussions in class. Through this process, students gain a deeper comprehension of course material and cultivate a heightened sense of civic involvement (Resch & Schrittesser, 2023). Thus, theories of Service Learning when applied in actions and reflections bring about social change. With the passage of time, it broadens the understanding and knowledge of learning in education. Thus, Service Learning provides a worthwhile solution for the community’s needs, with academic achievement.
A study examined how four proficient Spanish learners participated in Service Learning and how this engagement affected their communication skills in the target language. Each case presented detailed accounts of students' experiences during Service-Learning activities, their reflections on these experiences and how they integrated them into their classroom and academic endeavours (Ulloa, 2012). A study by Beatty et al (2016) yielded two significant conclusions: ASB participants exhibited heightened personal growth and enhanced personal effectiveness as a result of their co-curricular CSL experiences, in contrast to students engaged in volunteering in different capacities, without partaking in the programme.
Promising a positive impact led to several researchers diving deeply into Service Learning. Jeffrey, Anderson & Kevin (2001) said that both service and learning happen simultaneously, elevating each other. The qualitative study’s (Choi et. al, 2023) results indicated that seven key experiences facilitated students' learning and reflection process: (a) comprehending and addressing recipients' genuine needs, (b) independently designing and planning a project, (c) resolving real-world issues, (d) collaborating with individuals from diverse backgrounds, (e) assuming specific responsibilities, (f) acknowledging and handling discomfort and (g) reflecting individual interests and capabilities. Students’ experiential learning and experience paved the path to achieve the learning outcomes of the course (Morton & Troppe, 1996). Service Learning provides a cycle of theories, actions, practices and reflections, leading to application of knowledge and skills in real-time situations. Many students expect that the Service-Learning course will help them to participate in the development of the community, addressing its real concerns. On the other hand, students anticipate individual growth in terms of personal, interpersonal and societal skills. Students expect course relevance through meaningful engagement. Their expectations about understanding the complexities of society will help them to gain better understanding and develop social skills. They anticipate a better future and opportunities based on partnerships in Service-Learning courses with organisations, partners and peer learners, also helping them to build better resumes. Harvesting several benefits encourages embracing Service Learning in educational set-ups (Bringle & Clayton, 2020). It is vital for educational institutions to align the goals and expectations of the Service-Learning course to make it successful. Numerous prominent universities in Korea have been promoting students’ engagement in Service-Learning endeavours through the provision of a wide array of courses in different formats, including academic curriculum, co-curricular programmes and extracurricular initiatives (Park, 2018).