Educational methodology evolves over time in search of an improvement in the student's learning process, taking into account a practical aspect in its path towards teaching. This chapter presents the service-learning methodology in which, while the learner offers a service to the community in order to improve it, the student learns moral values as well as the basic competences of the educational field. Service-learning is a method for linking educational success and social commitment, since learning brings quality to the service provided and service gives meaning to learning. This study analyses the case of the Sagrado Corazón of Pamplona School as a result of the application of the service-learning methodology within the school's educational programme.
TopTheoretical Framework
The learning process takes place throughout life and during this process the individual acquires a series of knowledge that generates both his or her behavior and personal development (Tapia, 2006) (Padrós et al. 2003).
The SL methodology is essential in order for the project to be effective and valid for its educational evolution. In the field of teaching, the experience and participation of those involved will be relevant for the implementation of the project (Tapia, 2006; Saura et al., 2022c).
The learning is adaptable to any social area that understands it, i.e. it embraces all groups regardless of their social and economic situation (Puigdellívol & Flecha, 2003). Learning in SL methodology is relevant as it increases students' motivation and participation in the service offered to the community. This methodology directly involves the student with the people to whom the service is being offered. This is why, by learning in this way in a different reality to that existing in the classroom, its impact is greater, thus making students more aware (Bertomeu & Vivot, 2009).
The community service offered through the SL methodology is important since its realization benefits both the students and the different groups that can receive such a service. The service can be offered to any group, i.e. it can be addressed to the elderly, infants, people with functional diversity, environment, etc (Padrós et al. 2003).
Carrying out this type of methodology in the different teaching courses is fundamental for fostering skills and values in students, such as: solidarity, empathy, companionship, equality, respect, honesty, humility, patience, gratitude, among other essential values. In addition, learning through community service increases students' motivation (Bertomeu et al. 2013; Saura et al., 2022d).
The beginning of SL was in the early 1900s with the academic Dewey (1938) who advocated practical education above all else, so he investigated the role they had in academic institutions. Research on SL methodology continued and it was Kolb (1984) who extended the concept by developing an experiential learning cycle.
However, older data can be observed, as the first manifestations of this practice can be found in the late 19th and early 20th century with the “university extension” movement, which motivated the development of social actions from Higher Education (Pedroza, 2009).