Co-curricular service learning in higher education: a systematic review
DOI:
https://doi.org/10.1344/RIDAS2023.16.9Keywords:
Service-learning, co-curricular service-learning, competencies, higher educationAbstract
This systematic review aims to confirm the presence of co-curricular Service-Learning (hereinafter co-curricular SL) at the university, distinguish its particular characteristics, and analyse which competencies are developed in contrast to its curricular modality. To this end, the research questions were formulated using the PICO strategy. This systematic review was carried out using the PRISMA protocol, which made it possible to search the Google Scholar, Web of Science, ERIC, Scopus, Education Research Complete and Education Database databases. The results indicate that co-curricular SL is a learning space recognised by some higher education institutions, which works on personal development competencies, and, in some cases, professionalising competencies associated with the curriculum about learning objectives embodied in the service objectives and has an important reflective component. There are relevant differences regarding the accreditation of co-curricular SL experiences. In some cases, it receives credits or is a degree requirement; in others, it is a voluntary space. The time of dedication is implemented in more flexible time slots than curricular SL, which allows for a sustained relationship with the community partner.
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