Conference Agenda

Description of the topic/focus of the work and link to the conference theme

Service-Learning (SL) in higher education offers a valuable framework to connect professional training with socially meaningful action, particularly in health disciplines. In the context of physiotherapy education, SL can contribute not only to the development of clinical competencies but also to the promotion of democratic values such as participation, empathy, and social responsibility.

This study presents an SL experience implemented in a physiotherapy program focused on mental health, where students engaged with a community-based mental health association. The intervention combined group-based therapeutic exercise sessions with health education activities, aiming to respond to identified needs while fostering student learning. The project emphasizes the pedagogical potential of SL to promote critical thinking, collaborative learning, and civic engagement through direct interaction with vulnerable populations.

Methodology

A qualitative descriptive design was applied to explore the impact of the intervention from the perspective of participants. The SL project involved physiotherapy students delivering structured group sessions that integrated therapeutic exercise and health education over a defined period.

Data were collected through focus groups. Data analysis was performed with content analysis, following an interpretative approach, identifying categories and subcategories related to both health outcomes and the social and relational dimensions of the intervention.

Results and their impact

Findings indicate perceived improvements in participants’ well-being, including reduced pain and an enhanced quality of life as a result of the SL intervention. Participants reported high levels of satisfaction and expressed a strong desire to continue engaging in similar SL activities.

A central result was the value attributed to the group setting, which emerged as a key factor in supporting motivation, adherence, and emotional well-being. The group environment facilitated interaction, mutual support, and a sense of belonging, highlighting the importance of collective spaces in mental health interventions.

From an educational perspective, the experience promoted student engagement with real-world contexts, fostering the development of interpersonal skills, ethical awareness, and a deeper understanding of the social determinants of health. Overall, the project illustrates how SL can function as an effective pedagogical approach to integrate professional learning with democratic competences, reinforcing both educational and social impact.