Abstract:

This study analyzes a Service-Learning educational practice developed by students from the University of Barcelona in collaboration with a group of older adults from the “University in the Neighborhood” initiative in the Canyelles neighborhood (Barcelona). Service-Learning can be defined as an educational strategy based on experiential learning in which students participate in actions and activities that address real social needs from a community participation perspective (Deeley, 2016; Naudé, 2015; Rodríguez-Izquierdo, 2020). The aim of the activity was to promote social commitment and intergenerational understanding through the co-creation of educational and cultural activities in authentic contexts of civic participation.The project was carried out within the course Adult Education in the Degree in Social Education at the University of Barcelona. Working collaboratively, students designed and implemented an educational intervention to foster mutual recognition of knowledge and to support the development of critical and responsible citizenship, aligned with the course objectives and learning outcomes. Methodologically, the study adopted a qualitative participatory approach based on co-creation and joint reflection among the participants. Students designed and facilitated activities such as film forums, debates on gender equality, and personal development workshops. These actions aimed to promote intergenerational dialogue, reflection, and critical analysis of gender roles. Data were collected through a written report based on a guideline provided by the course instructor. Results indicate that Service-Learning supported the development of socio-educational and communication skills, including strategies to facilitate dialogue and to recognize participants’ knowledge, as well as a deeper understanding of the educational value of the social environment. In addition, meaningful learning was observed in relation to active listening, recognition of others, and the construction of intergenerational relationships. The experience helped students connect theoretical concepts from the course with real-world contexts, supporting their preparation for future professional settings.In conclusion, Service-Learning is an effective educational strategy to link university education with contemporary social challenges, strengthening community engagement and social transformation through authentic educational practice that brings the university closer to neighborhood life. Future work should incorporate the perspectives of the older adult participants through interviews in order to compare and enrich the students’ reflections.

Keywords:

Service learning, community engagement, active learning, intergenerational experiences.