Realizing SDGs Through Service Learning

Mia  B. Eballo,

Realizing SDGs Through Service Learning

Discipline: Education

Abstract:

Service-learning as a pedagogical approach is integrated into academic objectives through practical, community-focused experiences among students enrolled in Christian Living and Values Education classes at De La Salle University-Integrated School. This paper aims to highlight how student projects with their partner communities have contributed to the realization of identified Sustainable Development Goals (SDGs). Using the descriptive method, the author analyzed selected student project outputs and classified them based on their impact on partner communities in five key areas: (1) enhanced community impact, (2) empowerment and capacity building, (3) promoting sustainability, (4) global citizenship, and (5) building partnerships. Results indicate that with strong partnerships and clear curricular integration, service-learning can serve as a systematic means to achieve SDGs and create meaningful community impact. In terms of enhanced community impact, several classes, in collaboration with organizations focused on youth education, contributed to realizing SDGs 4 and 11. Another group of courses partnered with people’s organizations to implement capacity-building activities addressing SDGs 1 and 13, while additional projects promoted global citizenship through webinars on issues such as empowerment, inclusivity, and equal opportunities. Service-learning proves to be a powerful tool in advancing Sustainable Development Goals by fostering practical engagement, promoting sustainable practices, and enhancing global awareness—ultimately creating a more engaged and informed citizenry.

References:

Aramburuzabala, P., Cerrillo, R., and Tello, I. (2015). Aprendizaje-servicio: Una propuesta metodológica para la introducción de la sostenibilidad curricular en la universidad. Revista de Currículum y Formación del Profesorado 19, 78–95. Googlescholar
Arquero-Avilés, R., Cobo-Serrano, S., Marco-Cuenca, G., and Siso-Calvo, B. (2020). Objetivos de desarrollo sostenible y aprendizaje servicio en la docência universitaria: un estudio de caso en el área de biblioteconomía y documentación. Ibersid: Revista De Sistemas De información Y documentación 14, 13–24. doi: 10.54886/ibersid.v14i2.4689
Backman, M., Pitt, H., Marsden, T., Mehmood, A., and Mathijs, E. (2019). Experiential approaches to sustainability education: towards learning landscapes. Int. J. Sustain. High. Educ. 20, 139–156. doi: 10.1108/IJSHE-06-2018-0109
Basinger, N., & Bartholomew, K. (2006). Service-learning in nonprofi t organizations: Motivations, expectations, and outcomes. Michigan Journal of Community Service Learning, 12(2), 15-26.
Bringle, R. G., and Clayton, P. H. (2012). “Civic education through service-learning: what, how, and why?” in Higher education and civic engagement: Comparative perspectives. eds. L. McIlrath, A. Lyons, and R. Munck (London: Palgrave)
Bringle, R. G., and Clayton, P. H. (2021). Civic learning: a sine qua non of service learning. Front. Educ. 6:606443. doi: 10.3389/feduc.2021.606443
Bringle, R. G., and Hatcher, J. A. (1995). A service-learning curriculum for faculty. Michigan J. Commun. Serv. Learn. 2, 112–122.
Bringle, R. G., and Hatcher, J. A. (2000). Institutionalization of service learning in higher education. J. High. Educ. 71, 273–290. doi: 10.2307/2649291
Brower, H. H. (2011). Sustainable development through service learning: a pedagogical framework and case example in a third world context. Acad. Manag. 10, 58–76.
DLSU (2023). https://www.dlsu.edu.ph/wp-content/uploads/pdf/provost/elga-2.0.pdf
Fields, L., Dean, B. A., Perkiss, S., and Moroney, T. (2022). Education on the sustainable development goals for nursing students: is Freire the answer? Nurs. Inq. 29:e12493. doi: 10.1111/nin.12493
Galgo, A. B. (2012). The Lasallian reflection framework (LRF). Retrieved from https://animorepository.dlsu.edu.ph/faculty_research/6360
Gelmon, S. B., Holland, B. A., Driscoll, A., Spring, A., & Kerrigan, S. (2001). Assessing service-learning and civic engagement. Providence, RI: Campus Compact, Brown University.
Jacoby, B. (2003). Building Partnerships for Service-Learning. United Kingdom: Wiley.
Kolb, D. (1984). Experiential learning: Experience as the source of learning and development. New Jersey: Prentice Hall
Kolb, A. Y., and Kolb, D. A. (2005). Learning styles and learning spaces: enhancing experiential learning in higher education. Acad. Manag. Learn. Edu. 4, 193-212. doi: 10.5465/amle.2005.17268566
Leal Filho, W., Frankenberger, F., Salvia, A. L., Azeiteiro, U., Alves, F., Castro, P., et al. (2021). A framework for the implementation of the sustainable development goals in university programmes. J. Clean. Prod. 299:126915. doi: 10.1016/j.jclepro.2021.126915
Moredo, PJ and Plata S. (2022). Education for sustainable development during the Covid19 pandemic. Localization of SDGs through E-SL in purposive communication. Paper presented at the DLSU Research Congress, Manila Philippines
Miron, D., & Moely, B. E. (2006). Community agency voice and benefi t in servicelearning. Michigan Journal of Community Service Learning, 12(2), 27-37.
Osman, A., Ladhani, S., Findlater, E., and McKay, V. (2017). A curriculum framework for the sustainable development goals. Available at: https://www.greenwich.edu.pk/images/PDFs/CFSDG_UPDF-003.pdf (Accessed February 2023).
Snell, R.S., & Lau, K.H. (2020). The Development of a Service-Learning Outcomes Measurement Scale (S-LOMS). Metropolitan Universities, 31(1), 44-77. DOI: 10.18060/23258
Wilhelm, S., Förster, R., and Zimmermann, A. B. (2019). Implementing competence orientation: towards constructively aligned education for sustainable development in university-level teaching-and-learning. Sustainability 11:1891. doi: 10.3390/su11071891
Wu, Y. C. J., and Shen, J. P. (2016). Higher education for sustainable development: a systematic review. Int. J. Sustain. High. Educ. 17, 633–651. doi: 10.1108/IJSHE-01-2015-0004