Pedagogical Innovation with Sense? A Seminal Experiment of Service-Learning in Gerontological Social Work

Abstract

Higher education institutions have been investing in teachers’ professional development and pedagogical innovation, on the one hand, aiming to promote the quality of institutions and, on the other hand, aiming to promote students’ personal and academic development. One of the methodologies that has received particular attention is service-learning, which aims to promote students’ learning by providing a service to vulnerable community groups. In this study, we aim to present the results of the application of this methodology in a fourth-year social work course. To this end, a mixed-methods study was conducted with 10 students in the Contemporary Social Work III course using the service-learning methodology. Students experienced between 15 and 30 h of service-learning, most of them for 7 weeks or more in an elder care institution, with varied activities such as social consulting and home visits. When we tried to understand the students’ perceived impact, we found higher mean scores in the post-test, with statistically significant differences on several dimensions, particularly self-confidence, problem solving, adaptability and flexibility, dealing with diversity and multiculturalism, understanding complex social issues, and a sense of purpose and life. These data are aligned with the qualitative analysis, which identified six themes such as the integration of practice and theory, development of skills, positive impact on academic training, valuing practical experience, reflective and meaningful learning, and support and guidance. The results highlight the value of pedagogical innovation for students’ skills, especially when it is aligned with the identity and mission of the institution and the values of the study program.