Conference Agenda

Description of the topic/focus of the work

This study is part of the project Longitudinal Service-Learning: a case study of the Doctorate in Global Health, Health Services and Sociosanitary Care, the master’s degree in Health Research and Innovation, the Physiotherapy Degree, and pre-university educational levels, funded by the Institute for Educational Research and Innovation (IRIE), University of the Balearic Islands. The wider initiative promotes interconnected service-learning experiences across educational levels through reciprocal support and civic engagement.

Within this framework, the paper presents a reflective research study of a reciprocal service-learning experience involving undergraduate Physiotherapy students and master’s students at the University of the Balearic Islands. Undergraduate students conducted a socio-experiential mapping of the campus during a university-wide healthy and sustainable week, identifying buildings and spaces associated with wellbeing, calm, concentration, friendship, movement opportunities, stress, exclusion, barriers, and disorientation.

Master’s students supported undergraduate students through guidance, facilitation, and reflective accompaniment for the fieldwork process. In turn, undergraduate students generated empirical data later used by master’s students, while also generating useful evidence for the university community.

This contribution aligns primarily with Track C as it integrates sustainability, wellbeing, civic responsibility, peer learning, and cross-level collaboration into higher education learning experiences. It also contributes to Track A through participatory pedagogies that foster democratic competences, and to Track B by highlighting student participation in service-learning institutionalization.

Methodology

A qualitative case study design was employed to examine the perceptions and perceived outcomes reported by 42 undergraduate students. Data collection occurred in three phases: (1) preparatory sessions in which master’s students oriented undergraduate students regarding aims, procedures, and ethical aspects of campus mapping; (2) fieldwork involving guided campus walks, participatory observation, and digital recording of socio-experiential perceptions linked to buildings and spaces; and (3) post-activity reflection through written narratives and group dialogue. Data were analysed through inductive thematic analysis focusing on reciprocity, learning roles, participation, institutional value, and contributions to sustainable and healthy campus development.

Results and their impact

Preliminary findings suggest benefits at three levels. First, undergraduate students developed competences related to cooperation, responsibility, critical reflection, and agency for change. Second, the university obtained actionable knowledge regarding accessibility, mobility, green areas, social interaction spaces, and student wellbeing. Third, the experience strengthened favourable conditions for service-learning institutionalization by increasing visibility, cross-programme collaboration, and alignment with sustainability agendas. The paper argues that campuses can become laboratories of democratic practice, while universities strengthen participatory structures that sustain service-learning over time.