Abstract:

Service-learning is a methodology that implies an educational engagement with the community. Both teachers and learners are included in projects developed with a social aim, by which all parts result benefited in one way or another. Moreover, nowadays, the connected age we are living in, surrounded by new technologies, increases the outcomes and possibilities of this method.

Methodologically, this paper follows a theoretical approach, consisting on a bibliographical analysis. Consequently, we will introduce Service-learning, taking into account its definition, its main characteristics, its advantages and drawbacks, as well as describing the teacher´s role in the process, how to implement it in our classes and courses and how to assess this kind of educational initiatives. At the same time, some national and international experiences will be presented as examples, so as to be able to understand, from a more practical perspective, the actual implications and results of these proposals.

Considering the previous aspects, we will conclude with a final reflection on the subject, trying to offer a global and introductory view on Service-learning. Therefore, as far as results are concerned, we will be able to offer practical ideas to introduce it in our educational institutions and we will underline the main benefits we have encountered. At the same time, we will highlight the supportive methodologies needed to make it work, as well as the necessary role of the teacher as guidance and bridge among the different educational agents involved in the project. Overall, a detailed and coordinated participation and connection of the parties are needed for this kind of proposal.

Keywords:

Service-learning, community service, social projects, educational initiatives, methodology.