(Re)thinking the social commitment of Higher Education: Contributions from Service-Learning

Abstract

In a context of legitimacy crisis in higher education and increasing demand for social engagement, Service-Learning (SL) is proposed as an innovative methodology capable of articulating teaching, research, and social responsibility within a more integrated university model. This study, based on a critical review of the literature, examines the various boundaries that SL allows to transcend epistemological, institutional, disciplinary, and pedagogical, thus challenging the traditional fragmentation of the university. The results indicate that SL not only transforms pedagogical practices but also catalyzes structural transformations within the university, strengthening its social function and amplifying its impact on the community environment. It is concluded that the effective implementation of SL requires a profound reconceptualization of the university mission in the contemporary social context, promoting more inclusive and interconnected paradigms in higher education.