scholarly journals Editorial: Service Learning, Educational Innovation and Social Transformation

2022 ◽  
Vol 6 ◽  
Author(s):  
Robert G. Bringle ◽  
Miguel A. Santos Rego ◽  
Bibiana Regueiro
Keyword(s):  
Service Learning ◽  
Social Transformation ◽  
Educational Innovation

Service Learning and Teacher Education

2020 ◽  
Author(s):  
Nadine Petersen ◽  
Sarah Gravett ◽  
Sarita Ramsaroop
Keyword(s):  
Teacher Education ◽  
Social Justice ◽  
Service Learning ◽  
Experiential Learning ◽  
Multicultural Education ◽  
Student Teachers ◽  
Social Transformation ◽  
Teacher Educators ◽  
Initial Teacher Education ◽  
Justice And Care

Although teacher education actively promotes the ideals of social justice and care, finding ways of enculturating student teachers into what these values mean in education remains a challenge. Additionally, the literature abounds with the struggles of teacher educators to prepare student teachers with the knowledge and competencies required for the complex task of teaching. A way to address this is through the inclusion of service learning (SL) in initial teacher education programs. SL, as a form of experiential learning, with reflection at its core, serves as a means of deepening student learning about the practice of social justice and care and as a way of both drawing on, and informing, student teachers’ practical and situational learning of teaching. SL also holds potential for preparing teachers with the competencies required for the 21st century. The research on SL in teacher education draws on theoretical perspectives of experiential learning, democracy education, social transformation, multicultural education, critical reflection, and education for civic responsibility. A limitation is that the literature within developing contexts is underrepresented, limiting access to useful lessons from the research in these contexts and preventing wider theorization in the field.

scholarly journals Deployment of service-learning as a pedagogy for social transformation

2022 ◽  
pp. 91-103
Author(s):  
Y.J. Dzinekou ◽  
G. Mureithi ◽  
P. Sergon
Keyword(s):  
Service Learning ◽  
Civic Education ◽  
Transformational Learning ◽  
Social Transformation ◽  
Transformative Education ◽  
University Graduates ◽  
Traditional Role ◽  
Slum Dwellers ◽  
Study Results ◽  
Education And Development

Teaching is not only a traditional role of universities, but it remains one of the most critical missions of them. The pedagogy used in teaching determines if learning will be transformational or just transactional. Transactional learning has continually increased university graduates who become a problem to the community instead of being a source of solutions to the community problems. This study introduces service-learning as a transformational learning pedagogy that empowers students to identify problems in their community and enables them to work with the community as co-creators to solve the myriad challenges that the communities battle with daily. The study provides empirical evidence of how the service-learning model is used as an education pedagogy in the informal settlements of Nairobi to train slum dwellers in civic education and development. The study adopted a qualitative approach. The study's findings demonstrate that service-learning enables students to acquire knowledge and skills to deploy in their communities. It provides evidence on how service-learning can be modelled for transformative education. The study results reveal how service-learning as a teaching pedagogy can contribute to students' personal transformation and the social transformation of the community.

scholarly journals Cooperative Learning: Strategi Pengembangan Inovasi Pendidikan Di Indonesia

2019 ◽  
Vol 1 (01) ◽  
pp. 16-24
Author(s):  
Meidawati Suswandari
Keyword(s):  
Service Learning ◽  
Cooperative Learning ◽  
Career Counseling ◽  
Peer Group ◽  
Descriptive Analysis ◽  
Group Learning ◽  
Educational Innovation ◽  
Small Community ◽  
New Paradigm ◽  
Other Information

This study aims to critically analyze Education innovation in Indonesia through twenty-four precise strategies of Education strategy. This type of research is library research. Data collection by identifying discourses from books, papers or articles, journals, newspapers, internet (web), or other information related to education. Data analysis uses descriptive analysis, content analysis, and scientifically critical analysis. The results of the study show that Educational innovation in Indonesia can apply twenty-four Educational strategies which include Personalization, Multi-Age Classes, Small Community Learning, Peer Group Learning, Small Group Learning Communities with other groups, Multidisciplinary Curriculum with Block Scheduling, Cooperative Learning, Cooperative Learning, Based Learning Projects, Instruction Associates, Teaching Teams, Community Service Learning, Looping Partnerships, Businesses for Assessments, Resources and Funding, Global Connections, Laptops and Wireless Technology for Learning Wherever and Anytime, Parent Engagement, Students Showing Shows, Life Skills Curriculum (Non- Academic), Meaningful Career Counseling, Social / Emotional Counseling, Open Learning, Education to serve Student Needs, Portfolio-Based Assessment and the New Paradigm of School Buildings.

Responsabilidad social universitaria. Nuevos estímulos para el aprendizaje en contextos reales.

2019 ◽  
Author(s):  
Cecilia Pedró
Keyword(s):  
Service Learning ◽  
Adult Students ◽  
Social Transformation ◽  
Maximum Level ◽  
Degree Programs ◽  
Volunteer Program ◽  
Pedagogical Design ◽  
Promotional Strategy ◽  
Level Of Training ◽  
Human Fulfillment

Higher education as the medium for maximum level of training for citizens and professionals seeking social transformation merits a rethinking of pedagogical proposals, particularly if we take into account that learning today is not exclusive to classrooms. There are many stimuli that students have access to when they need to develop a skill or acquire knowledge. Our proposal regarding university social responsibility seeks not only to work towards the transformation of the students and the community involve d but also to provide a space for pedagogical design that adapts to new modalities for the acquisition of knowledge for adult students. In this article we describe a service learning case study: La Huella (“The footprint”), which was carried out by 4 teach ers and a total of 67 students from 6 modules from different degree programs in Business Administration. Their main achievements were to collaborate in the development of a brand with deep links to creative channeling as insertion therapy; the manual crea tion of valuable objects as an expression of a state of human fulfillment, and the development of a Volunteer Program that would support the commercial arm and the promotional strategy of dissemination through social networks.

scholarly journals Future and digital literacies

2020 ◽  
Vol 13 (3) ◽  
pp. 334-356
Author(s):  
Irais Monserrat Santillan-Rosas ◽  
Noé Abraham González-Nieto
Keyword(s):  
Transformative Learning ◽  
Social Transformation ◽  
Participant Observation ◽  
Learning Experiences ◽  
Educational Innovation ◽  
Digital Literacies ◽  
Structured Interviews ◽  
Systematic Analysis ◽  
Marginalized Communities ◽  
Technological Intervention

This paper builds toward the convergence of future and digital literacies as catalysts for transformative learning experiences. Based on a systematic analysis of qualitative data obtained from an entrepreneurship digital program with women from marginalized communities in Northeast Mexico (Monterrey), we examine the transformative potential of education. This is done with the use of a participatory action research paradigm and a decolonial perspective with the use of participant observation, semi-structured interviews and ethnographic tools. This study systematizes the experiences of a group of women who transformed their living conditions with the technological intervention and meaningful learning experiences, highlighting their life stories and success cases. This research evidences that future and digital literacies are key components to developing transformative learning experiences that have an impact on a community's social and economic improvement to think about different and possible lifestyles. Results also show the personal and learning profile of each participant and its relationship with the development of a specific scenario on the intersection of the skills in the areas of future and digital literacies. Discussions are built toward the possibilities of improving people’s present conditions when enhancing their future and digital skills. Thus, a component of social transformation and educational innovation and technology is present throughout the text.  

scholarly journals SERVICE-LEARNING IN HIGHER EDUCATION: EXPERIENCES OF IMPLEMENTATION IN LITHUANIA

2020 ◽  
Vol 1 ◽  
pp. 201
Author(s):  
Monika Gruslytė
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Real World ◽  
Higher Education Institutions ◽  
Educational Innovation ◽  
Theory And Practice ◽  
Social Awareness ◽  
Educational Situation ◽  
The Usa ◽  
Higher Education Experiences

The paper presents a review of the experiences in introducing service-learning as philosophy of, approach to and method of higher education in a number of universities in Lithuania over the latter years. The socio-cultural and educational adaptation of the concept that mainly originated in the USA primarily found the soil for being embedded in Siauliai University and the cases of continuing to present-day application of service-learning in Lithuanian environment of higher education as well as major approaches and principles that lead to and create unique experiences of Lithuanian higher education institutions contribute to enriching and enhancing higher education practices with students’ competences and skills in bridging theory and practice, acquiring agency that potentially leads to a positive social change.The aim of the investigation is to display the overviewed experiences of Lithuanian universities in embedding service-learning reaching for improved students’ competences and skills as well as increased social awareness and agency.The review demonstrates the experiences in adapting the concept of service-learning to European and Lithuanian socio-educational situation as well as the living need in updating, adjusting and revitalising service-learning as an educational innovation to meet the expectations set for higher education and challenges faced in real-world practice. 

scholarly journals Systematic Review on Inclusive Education, Sustainability in Engineering: An Analysis with Mixed Methods and Data Mining Techniques

2020 ◽  
Vol 12 (17) ◽  
pp. 6861
Author(s):  
María Consuelo Sáiz-Manzanares ◽  
Sara Gutiérrez-González ◽  
Ángel Rodríguez ◽  
Lourdes Alameda Cuenca-Romero ◽  
Verónica Calderón ◽  
...  
Keyword(s):  
Data Mining ◽  
Inclusive Education ◽  
Social Transformation ◽  
Educational Innovation ◽  
Heat Map ◽  
Data Mining Techniques ◽  
Active Teaching ◽  
Scientific Papers ◽  
Development Of Competencies ◽  
Inclusive Society

In the last few years, research in the field of sustainability has experienced a significant increase in interest between sustainability and other areas (inclusive education, active methodologies, and society). Moreover, the use of mixed research methods (quantitative and qualitative) along with the application of data mining techniques, enables the analysis of information and the connection between the different studies. The objectives of this paper were: (1) To establish the results of the research related to the concepts of sustainability, inclusive education, and disability. (2) To study the key concepts that are detected in the articles selected with respect to the concepts of sustainability, inclusive education, disability, and their relations. In order to do so, two studies were carried out (quantitative and qualitative). In the first study, K-means and heat map clustering techniques were applied. In the second study, the technique of text mining was applied. One hundred and thirty-three scientific papers were studied, of which 54 fulfilled all the inclusion criteria. Three clusters were found in the first study; cluster 1 included the categories: inclusive society, educational innovation, and active methodologies. Cluster 2 included active methodologies and society and economy and cluster 3 included inclusive society and society and economy. In the second study, the highest Krippendorff’s Alpha coefficient were found in articles that linked sustainability with social transformation stemming from a change in education by means of the use of active teaching methods and technological resources. The research moves towards the development of competencies in sustainability at all stages of the educational system, and in all areas of knowledge.

Sign in / Sign up

Export Citation Format

Share Document