Understanding the Effect of Service-Learning Experiences on Students' Cultural Competence in Higher Education

Abstract

Current trend of postmodern pedagogical methods and approaches in higher education are evolving from the traditional lecture method to more engaging methodologies such as service-learning, and transformative approaches that include diversity and cultural awareness such as active learning, cooperative learning, dialogue-based learning, and situated learning. These methods of teaching and transformative approaches manifest the active participation and engagement of all students across the colorful cultural spectrum of humanity.in the classroom. According to Wehling (2008), the need to integrate cross-cultural competency into the academic curriculum escalated dramatically with the significant increase in residence of Hispanics and their families. Wehling (2008) added that service-learning addresses the demand for culturally competent graduates who can address the paradigms of inequality and invisibility as well as the language barrier. In this perspective, this reflection seeks to highlight the effect of service-learning experiences on students' cultural competence development in higher education. In doing this, I define service-learning; define cultural competence; and review recent literature on the relationship between service-learning experiences and students' cultural competence; and conclude on the topic.