Conference Agenda

In the context of increasing democratic challenges, social fragmentation and complex socio-ecological transformations, higher education (HE) is being called upon to renew its democratic mission. European policy frameworks, including the Council of Europe’s Learners First - Education for Today’s and Tomorrow’s Democratic Societies (2024 - 2030), emphasise the need to prepare learners as active, responsible participants in democratic life who can contribute to inclusive, sustainable and pluralistic societies. At the same time, the CoE’s Reference Framework of Competences for Democratic Culture (RFCDC) has highlighted persistent difficulties in integrating and assessing competences for democratic culture in HE. This raises the question of how HE can more clearly define, foster and measure such competences, pointing to the need to rethink educational goals and curricula so that democratic competences become a cross-cutting feature of study programmes.

One influential attempt to conceptualise the relationship between HE, academic learning and civic responsibility is the notion of the “civic-minded graduate” (CMG), developed in the US context (Bringle et al., 2011). However, its conceptual scope remains insufficiently aligned with European policy frameworks. It does not fully reflect the centrality of democratic culture, human rights, pluralism and sustainability in European agendas, nor does it sufficiently engage with questions of power, inequality and systemic transformation that are central to contemporary debates on democratic education.

Developed within the RE:LEARN project (NextGenerationEU), this paper introduces the concept of a European civic-minded graduate. It aligns the CMG model with key European competence frameworks, particularly the RFCDC, and builds on recent initiatives such as EngageComp. We position the European civic-minded graduate both as an educational construct guiding learning outcomes, curriculum design and teaching practices, and as a research construct supporting the development of empirical tools for assessing democratic competences. This way, the concept speaks simultaneously to curriculum development and to current gaps in measuring the impact of pedagogies such as service-learning.

Building on a synthesis of CMG literature and European frameworks, we propose a multidimensional competence model structured around four domains: knowledge and critical understanding, skills, values and attitudes. Together, these define the European civic-minded graduate as a democratically competent, sustainability-oriented actor capable of navigating and transforming complex, pluralistic societies.

We argue that this framework can inform future educational goals, curriculum development and teaching pedagogies across disciplines. In addition, it highlights the role of service-learning and allied pedagogies in fostering European civic-minded graduates and advancing democratic culture within (European) HE curricula and institutions.

Higher education institutions are increasingly challenged to strengthen democratic culture by fostering inclusive, participatory, and socially responsible learning environments. However, universities prioritize content transmission over student-centred learning, confirming that democratic-orientated teaching practices remain rare (Nagy & Gloe, 2020). Building on research emphasizing the transformative potential of collaborative, socially embedded learning (Hofer & Derkau, 2020), a transnational e-service-learning project was initiated within teacher education at the University of Konstanz (Germany), in partnership with the University of Pretoria, Mamelodi Campus (South Africa).

During a three-day webinar series on Social Media Literacy (SML; Polanco Levic & Salvo-Garrido, 2022) in summer 2025, university students engaged with marginalized adolescents from the township of Mamelodi. Moreover, the project aimed to foster future skills (i.e., collaboration, communication, critical thinking, creativity, civic agency; OECD, 2019, 2025). In a pilot study, I explored the e-service-learning approach, focusing on how German students perceived their roles, reflected on their learning processes, and how the adolescents described their experiences.

Thematic analyses (Braun & Clarke, 2006) of self-reflection reports from thirteen German students and several WhatsApp messages from 28–35 adolescents indicate that the project fostered social media literacy, intercultural communication, digital collaboration, critical thinking, and flexibility. German students reported an increased awareness of global social inequalities, enhanced intercultural sensitivity, and a stronger sense of social responsibility. The adolescents reported increased confidence in engaging with digital content in a critical and safe manner. The pilot study suggests that transnational service-learning can serve as a powerful mechanism for strengthening democratic competencies by creating bottom-up, relational, and transformative learning spaces. It highlights the potential of digital collaboration to bridge social divides, promote mutual understanding, and cultivate civic dispositions across global contexts.

Based on the positive experiences of all participants and the relevance of social media literacy—competencies increasingly linked to democratic participation and resilience in digital societies (Polanco Levic & Salvo-Garrido, 2022)—the project was also conducted in winter 2025/26 and will be continued in 2026 at the University of Konstanz. The findings inform the design of a forthcoming mixed-methods study (Ahmed et al., 2024): students will document their learning processes in reflective diaries, adolescents will participate in short pre- and post-surveys, and educational partners at the Mamelodi campus will be interviewed. This work contributes to ongoing debates on how higher education can redefine professional excellence to include civic responsibility, and how service-learning can support resilient, inclusive, and socially democratic societies.

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

Service-Learning (SL) integrates academic learning with socially relevant action, enhancing both educational quality and community engagement. Since 2015, Universidad San Jorge (USJ) has developed multiple SL initiatives across its degree programs. However, these experiences have not been systematically analyzed as a whole, limiting understanding of their evolution, overall impact, and alignment with institutional priorities.

This study responds to the need to move from isolated and dispersed SL experiences towards a more structured, coordinated and sustained institutional approach. It examines how SL has developed at USJ over the past ten-year period and explores the conditions that support its consolidation within university structures and practices. Within the Uniservitate framework, the project seeks to strengthen SL as a strategic pillar for educational innovation and meaningful social engagement.

Methodology

A sequential exploratory mixed-methods evaluative design is applied.

Phase 1 consists of a retrospective review of funded SL projects (2015–2025), analyzing variables such as degree program, academic year, social needs addressed, type of intervention, learning outcomes, service activities, collaborating entities, and participant and beneficiary profiles.

Phase 2 involves a qualitative narrative study based on focus groups with students, faculty members, technical staff, and community partners. This phase explores stakeholders’ perceptions of the strengths, limitations, and key factors influencing the development and consolidation of SL initiatives.

The integration of both phases allows for a comprehensive understanding of SL at USJ, combining descriptive scope with in-depth insights into stakeholder experiences and institutional dynamics.

Results and their impact

Although data collection and analysis are currently ongoing, expected results include: (1) a comprehensive institutional mapping of SL experiences using standardized and comparable indicators; (2) identification of common patterns, persistent gaps, and emerging strategic opportunities; (3) recognition of key facilitators and barriers to SL institutionalization across different stakeholder groups; and (4) development of practical recommendations to enhance the quality, coherence, and long-term sustainability of SL initiatives.

The findings are expected to inform the design of an institutional strategy that supports the meaningful curricular integration of SL, strengthens faculty engagement, improves evaluation mechanisms, and fosters sustainable long-term collaboration with community partners. Ultimately, the study aims to consolidate a coherent and institutionally embedded SL model that reinforces both educational processes and the university’s social mission and commitment.