Conference Agenda

Service Learning contexts provide important sites in which Democratic Culture can be observed and assessed (Council of Europe, 2024). However, Democratic Culture remains insufficiently measurable, as existing approaches either misalign conceptually or are difficult to operationalize. While there is overlap between civic dimensions and Democratic Culture, widely used instruments (e.g. CASQ; Civic-minded graduate) do not fully capture the construct of Democratic Culture (Moely et al., 2002; Steinberg et al., 2011). The Reference Framework of Competences for Democratic Culture (RFCDC) developed by the Council of Europe provides a comprehensive set of 20 competences; however, its breadth makes it difficult to operationalize for assessment purposes. Attempts to operationalize the RFCDC have taken two main directions: simplifying the framework through clustering of competences (Jónsson & Garces Rodriguez, 2019), or narrowing it by focusing on selected dimensions (Geier & Hasager, 2020). While clustering improves manageability, it has not led to concrete operationalization (Jónsson & Garces Rodriguez, 2019); conversely, approaches that develop subscales from specific dimensions achieve partial operationalization at the cost of fragmenting the construct (Geier & Hasager, 2020). These limitations suggest the need for an approach that can preserve the integrity and coherence of the construct while enabling its systematic assessment. In response, this study adopts a relational lens to examine Democratic Culture, focusing on how individuals orient themselves toward others. Within this perspective, Democratic Culture can be understood as a progression: from recognizing difference, to situating oneself within plurality, to engaging in constructive collaborative action with others. This conceptualization is operationalized through a Likert-type scale comprising three dimensions and eight subdimensions. Following expert validation, the scale is positioned as a tool for assessing levels of Democratic Culture among university students. While the scale is context-agnostic, it is particularly relevant for Service Learning contexts, where encounters with difference, plurality, and collaborative action are central to the learning process.

Transformational Literacy in higher education represents a paradigm shift from traditional conceptions of academic disciplines and knowledge toward a holistic model that emphasizes transdiciplinary learning, critical engagement, social responsibility, and personal growth. This presentation explores the theoretical underpinnings that inform transformational literacy, drawing from a diverse array of educational theories, including Paulo Freire’s critical pedagogy, Mezirow’s transformative learning theory, and constructivist approaches.

Central to transformational literacy is the belief that literacy is not merely the acquisition of technical or pedagogical skills but a dynamic process involving reflection, dialogue, and the ability to question and reshape one’s worldview. Freire’s notion of 'conscientizacion' positions literacy as a tool for empowerment, enabling both students and teachers to recognize and challenge oppressive structures within and beyond the academic context. Mezirow’s transformative learning theory further elucidates the importance of perspective transformation, wherein learners critically examine their assumptions and beliefs, leading to profound personal and intellectual change.

The ‘School for Transformation (SfT)', a practical follow up of the concept of ‘transformative literacy’, will integrate transformative learning, transdisciplinary cooperation and theory building (Theory U, Inner Development Goals, Strategic Improvisation). It will be a radical experimental resonance space for community and societal change that combines diverse areas of knowledge and expertise. Similar to 'honors programmes', it aims to contribute to solving practical social and environmental challenges in the community.

Methodologically, the programme uses various formats of mutual learning, team coaching, the development and testing of prototypes, and methods of community building and combines transdisciplinary practice and theory from science, social practice and artistic approaches.

Transformational literacy in higher education seeks to cultivate graduates who are not only proficient communicators but also reflective, empathetic, and socially engaged citizens. By grounding literacy development in rigorous theoretical frameworks, educators can design learning environments that challenge students to interrogate dominant narratives, embrace ambiguity, and contribute meaningfully to society. This approach aligns with contemporary demands for higher education to prepare individuals for complex, interconnected, and ethically demanding roles in an ambigious, uncertain and demanding twenty-first century. The theoretical foundations and practical consequences discussed here provide a robust basis for reimagining universities as a transformative force that transcends disciplinary boundaries and fosters lifelong learning, critical consciousness, and collective well-being.

This presentation introduces the OPENvhb online course Service Learning for Sustainable Development, a digitally mediated learning environment designed to support students, faculty, and potential service partners in planning, implementing, and reflecting on service-learning projects in the field of sustainability. The course was developed by Ludwig-Maximilians-Universität (LMU) München and the University of Applied Sciences Landshut and is offered as a self-paced, free online course in German on the OPENvhb platform. An English version is planned. The course combines theoretical input with practical guidance for project-based learning.

The contribution is relevant to Track A, Didactical Methods for Effective Democracy Education, especially to the question of how digital tools can facilitate democratic participation and inclusive collaboration. Although the course focuses on sustainable development, it explicitly connects service-learning with civic responsibility, cooperation, and reflective engagement with real-world needs. Its digital design uses a variety of interactive formats, including interactive videos and audios, regular self-tests with automated feedback, and a structured learning journal that accompanies learners throughout the course. These elements are intended to lower barriers to participation, support diverse learning paths, and enable participants to work autonomously, individually or in small groups, while being guided through their service-learning experiences.

A central feature of the course is the learning journal, which encourages structured preparation and reflection on key stages of the service-learning process, including identifying real needs, choosing a transformation field in sustainable development, finding service partners, developing project ideas, dealing with challenges, presenting results, and evaluating learning experiences. The learning journal makes reflection visible, traceable, and transferable across contexts. The course therefore illustrates how service-learning can foster not only student-led sustainability-oriented action, but also critical reflection, shared responsibility, and participation.

The presentation will outline the course concept and selected findings from the pilot phase with el mundo students at LMU. It will argue that digitally supported service-learning can strengthen democratic learning processes by enabling transdisciplinary collaboration, structured reflection, and meaningful engagement with social, ecological, economic, and political challenges.