Service-learning can be defined as a pedagogical approach that attempts to integrate community service in the academic curriculum. Through service-learning, students engage in organised activities designed to meet community needs and, at the same time, enhance their intellectual, social, and ethical development (Porter Honnet Poulsen, 1989). The synergy between learning and civic engagement distinguishes service-learning as an educational approach that, beyond forming students for particular professional skills, has the goal to prepare them for practical community-based problem solving. From a methodological point of view, it places community-improvement and social-engagement in the centre of the learning process, while reinforcing students’ cross-disciplinary skills, as critical thinking, co-creation or community building (Billig, Root, Jesse, 2005).