Conference Agenda

This study explores a university Service-Learning (SL) intervention that integrates physical activity teaching with community engagement involving recently arrived migrants in Granada. As the document states, the project sought “to reduce social barriers, prevent discrimination and foster a critical understanding of diversity” while strengthening prosocial and civic competencies in future Physical Education teachers (Chiva-Bartoll et al., 2021).

Thematically, the study aligns with contemporary debates on innovative teaching and learning arrangements that use SL to cultivate democratic competences, critical thinking, and civic responsibility. The document highlights that SL is conceptualized as a pedagogical space where “the community experience and ethical deliberation operate as complementary forms of education for citizenship.” Through structured reflection, real-world interaction, and shared responsibility, the intervention aimed to foster a democratic mindset by engaging students in ethical decision-making, intercultural encounters, and collaborative problem-solving—key mechanisms identified in the literature for nurturing civic agency and social justice orientations.

Methodologically, the research employed a quasi-experimental design with 120 first-year university students, divided into an SL group (n=55) and a traditional methodology group (n=65). Both groups covered identical curricular content, but only the SL group engaged with the migrant community. The intervention lasted eight weeks, with 55‑minute weekly sessions following a structured sequence of preparation, action, and guided reflection. Validated instruments were administered pre‑ and post‑intervention, including the Prosocial and Civic Competence Questionnaire and the Attitudes toward Cultural Diversity Scale. Non-parametric analyses (Wilcoxon tests) and regression models were used to examine intra‑ and inter‑group changes, with adjustments for age and gender.

The most notable findings indicate that only the SL group showed significant increases in prosocial leadership and social responsibility, suggesting that authentic community engagement and active teaching roles can strengthen civic and prosocial dispositions. As the document reports, “significant increases in prosocial leadership and social responsibility [were observed] only in the Service-Learning group (p < .05).” In contrast, changes in attitudes toward cultural diversity were limited and sometimes non-linear, including decreases in positive beliefs and perceived capacity to support migrants.

In conclusion, the study demonstrates that SL mediated by physical activity can meaningfully enhance prosocial competencies in initial teacher education, while its effects on intercultural attitudes are more nuanced and context-dependent. The findings underscore the importance of intentional pedagogical design, structured reflection, and authentic community partnerships for fostering democratic competences and civic-mindedness in higher education (Sze-Yeung Lai et al., 2021).