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.

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.

This article explores the critical intersection of higher education, service-learning, and the development of democratic competencies to foster sustainable employability and socially responsible entrepreneurship. Drawing on Gert Biesta’s three-fold educational framework qualification, socialization, and subjectification and David Kolb’s experiential learning cycle, the study analyzes two distinct pedagogical models: a bachelor-level service-learning course collaborating with NGOs and a master’s-level impact-driven course focused on sustainable business models. The findings suggest that service-learning facilitates the development of technical skills, ethical values, and personal autonomy. Furthermore, the development of democratic attitudes is contingent upon the depth of student involvement and an organizational culture that encourages open debate. Ultimately, integrating impact-driven education allows students to become autonomous, ethical subjects capable of addressing complex societal challenges.