Conference Agenda

Service-learning (SL) is widely regarded as a promising approach to foster democratic competences in higher education. However, research often remains fragmented, focusing either on student outcomes or on institutional partnerships. This contribution conceptualizes SL as a reciprocal, curriculum-embedded learning arrangement, in which students and community partners co-produce knowledge and both act as contributors and beneficiaries of learning processes. In this context, reciprocity refers to the systematic co-production of knowledge and value between students and community partners, where both sides act as contributors and beneficiaries of learning processes. We argue that only such an integrated perspective captures the full educational potential of SL for strengthening democratic culture.

Empirically, the paper draws on two cases from the University of Mannheim, interpreted as exemplary instances of a distinct Mannheim approach to service-learning. This approach integrates SL systematically into disciplinary curricula, links academic knowledge to real-world societal challenges, and emphasizes structured theory–practice reflection and societal impact.

The first case is a retrospective study (N = 19) examining long-term effects of SL seminars (2003–2007), based on alumni self-reports collected about 15 years after participation. The second case analyzes a current business education seminar in which students conducted 48 semi-structured interviews to evaluate the Mannheim-based organization Das andere SchulZimmer, supporting young school dropouts through individualized learning environments.

From the student perspective, results indicate lasting effects on professional self-efficacy, theory–practice reflection, and civic attitudes. Interpreted through a developmental psychology framework, SL can be understood as a structured experiential space fostering perspective-taking, reflection on values, and engagement with social complexity.

From the organizational perspective, SL functions as curriculum-based, community-oriented research. The collaboration generated systematically collected, practice-relevant data that supported reflection and decision-making within the partner organization.

Taken together, the findings highlight SL as a reciprocal learning arrangement linking student development and organizational learning. Three curriculum design principles emerge: (1) integrating civic responsibility into disciplinary learning objectives, (2) systematically coupling theory and practice through reflection, and (3) establishing sustained, reciprocal university–community partnerships. These principles illustrate how SL can contribute to embedding democratic competences in higher education curricula.