Abstract:

This study investigates the relationship between Service Learning (SL) and the Learning City (LC) framework, considering the growing international interest in educational models that integrate learning, civic engagement, and territorial development. The 2021 UNESCO Report identifies SL as an effective methodology that connects academic study with social commitment through activities addressing real-world issues, thereby fostering transversal competences and civic responsibility. At the same time, the LC paradigm promotes inclusive and sustainable communities in which institutions, schools and local authorities cooperate to ensure lifelong learning opportunities.

The aim of this research is to explore potential synergies between SL and LC, addressing a gap in the literature and focusing particularly on the Italian context. Three cities officially designated as LCs and characterized by well-established SL practices were selected: Turin, Lucca, and Reggio Calabria, each involving leading schools engaged in the development of structured territorial learning pathways. Adopting a sequential explanatory Mixed Methods design, the first qualitative phase consisted of semi-structured interviews with school leaders and representatives of local authorities involved in the LC nomination processes.

The interviews were organized around four dimensions: collaboration among schools, communities and institutions; school participation in LC-related initiatives; the impact of SL on the school community; and the sustainability of the initiatives. Through textual analysis and coding of the transcripts, it was possible to reconstruct the evolution of practices, identify shared goals and clarify the role of territorial networks, while also assessing the validity of the research tool for broader future applications.

Preliminary findings indicate that stable partnerships—such as Community Pacts and agreements with public bodies and Third Sector organizations—are crucial for consolidating SL practices. Schools have progressively taken on a more active role, integrating SL into their curricula and fostering the development of communication, collaboration and problem-solving skills, with positive effects on school climate.

Despite the limitations of a small sample, the research represents an initial step toward a broader understanding of the potential of SL within LC frameworks. Extending the study to all Italian Learning Cities may strengthen both the theoretical and empirical foundations, reinforcing the role of Service Learning as a driver of empowerment and community development capable of responding to contemporary educational challenges by fostering inclusive, resilient and co-responsible communities.

Keywords:

Service Learning, Learning City, Education, Development, Social Impact, Community Partnership.