Conference Agenda

Higher education in the Democratic Republic of the Congo (DRC) faces a persistent mismatch between the theoretical knowledge delivered in universities and the concrete needs of local communities, particularly in the agricultural sector. This situation limits the effective contribution of higher education institutions to the country’s socio-economic development.

In this context, service-learning emerges as an innovative pedagogical approach capable of enhancing the social relevance of universities. It is defined as a teaching and learning strategy that integrates community service activities with academic objectives and reflective processes, in order to enrich the educational experience, strengthen civic responsibility, and contribute to community development (Mtawa, 2019).

This contribution is based on a project aimed at implementing service-learning in higher education institutions in the DRC. The project seeks to promote the co-construction of knowledge among students, academic staff, and community stakeholders, particularly within faculties of agronomy, engineering, and psychology. This approach is grounded in experiential learning theory, inspired by the work of Dewey and Kolb, which posits that learning is based on experience and action (“learning by doing”) (Ho et al., 2025). Thus, students are engaged in practical activities addressing real-world problems, contributing to the improvement of agricultural systems and the strengthening of local capacities.

However, the integration of service-learning in the DRC faces several structural and institutional challenges. These include the complexity of interdisciplinary collaboration, limited financial and logistical resources, inadequate infrastructure, weak formalization of partnerships between universities and communities, and insufficient teacher training in this pedagogical approach. Moreover, community engagement requires reciprocal and well-structured partnerships to ensure sustainable impact (Mtawa, 2019).

Despite these challenges, the prospects offered by service-learning are significant. This approach serves as a lever for transforming teaching practices by fostering the development of transversal skills such as problem-solving, teamwork, and civic engagement. Several studies have shown that service-learning enhances students’ social skills, motivation, and understanding of community issues (Rosenkranz, 2012). Furthermore, its institutionalization could strengthen the role of Congolese universities as key actors in sustainable development by aligning their missions with the socio-economic needs of the country.

In this perspective, a preliminary survey was conducted among students, faculty members from the three targeted faculties, and local agricultural stakeholders. The aim was to analyze their perceptions of service-learning and to identify the conditions necessary for its integration, to ensure effective and sustainable implementation in the Congolese context. These results will be discussed at the conference.