https://doi.org/10.15255/KUI.2023.049
Published: Kem. Ind. 73 (3-4) (2024) 153–165
Paper reference number: KUI-49/2023
Paper type: Review
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Service-learning: Innovative Pedagogy for Resolving Environmental Problems – What Have We Learned in Past Ten Years?

I. Carev, N. Vukojević Medvidović, M. Buljac, L. Vrsalović, I. Smoljko, M. Marušić, L. Vuletić, T. Kuzmičić Rosandić, M. Nazlić, M. Radman and G. Medunić Orlić

Abstract

Service-learning represents an innovative pedagogy that integrates academic learning with community service to address environmental issues based on experiential learning principles. This innovative pedagogy enhances higher education learning outcomes by fostering active engagement, real-world context, interdisciplinary insight, skills development, and civic engagement among students. The merging of service-learning contributes to a profound understanding of the subject matter, its practical applications, and personal and professional growth. This paper provides an overview of the implementation of service-learning in the STEM field, with a primary focus on the decade-long involvement of the Faculty of Chemistry and Technology in environmental protection projects. Through collaboration with the non-governmental organisation Sunce and partners from the University of Split, this initiative, led by environmental experts, has introduced a novel approach to higher education, facilitating knowledge expansion, skill improvement, and expertise development for both students and academic staff. The impact has been substantial, with the University of Split attaining the 21st position globally on the “World Universities with Real Impact” list for ethics in 2021, largely attributable to these service-learning projects. Service-learning has been integrated into the SEA-EU initiative, furthering its development at the University of Split, and establishing it as a pioneer in this field. Institutionalising service-learning in higher education requires the establishment of dedicated courses, integration into existing programmes, and the allocation of resources for academic staff, community partners, and students. Successful implementation requires a collaborative, iterative process involving careful planning, preparation, and assessment, ensuring that students benefit from meaningful opportunities to apply course content to real-world challenges while positively impacting the community.

This work is licensed under a Creative Commons Attribution 4.0 International License

Keywords

service-learning, education theory, curriculum, learning outcomes, Faculty of Chemistry and Technology, University of Split