Denise Rodríguez-Zurita, Maria Jaya-Montalvo, Jerry Moreira-Arboleda, Esther Raya-Diez, Paul Carrión-Mero
{"title":"Sustainable development through service learning and community engagement in higher education: a systematic literature review","authors":"Denise Rodríguez-Zurita, Maria Jaya-Montalvo, Jerry Moreira-Arboleda, Esther Raya-Diez, Paul Carrión-Mero","doi":"10.1108/ijshe-10-2023-0461","DOIUrl":null,"url":null,"abstract":"<h3>Purpose</h3>\n<p>This study aims to delve into the evolution, trends and implications of scientific production related to service learning (SL) and community engagement for sustainability in higher education institutions (HEIs). Because HEIs play a crucial role in achieving the sustainable development goals (SDGs), experiential learning approaches are needed to actively involve students in sustainable development.</p><!--/ Abstract__block -->\n<h3>Design/methodology/approach</h3>\n<p>In total, 869 publications from Web of Science and Scopus databases were analysed using a bibliometric approach that included performance analysis and science mapping. Subsequently, a systematic literature review was conducted on 118 publications, focusing on their contribution to SDGs and alignment with United Nations Educational Scientific and Cultural Organisation’s fields of expertise.</p><!--/ Abstract__block -->\n<h3>Findings</h3>\n<p>The findings reveal two significant trends: a substantial shift from curriculum development (2000–2010) to education for sustainable development (2011–2022), and the effectiveness of experiential learning teaching approaches, such as the integration of SL with community engagement and the use of innovative research methods in promoting the acquisition of sustainable development competencies. Additionally, community-based research, participatory action research and capacity development emerged as the primary topics.</p><!--/ Abstract__block -->\n<h3>Research limitations/implications</h3>\n<p>While this research is based on publications from two prominent databases, it may not include significant studies published in other databases.</p><!--/ Abstract__block -->\n<h3>Practical implications</h3>\n<p>These findings suggest that stakeholders should incorporate experiential learning activities and innovative research approaches to enhance education in, for and from sustainability.</p><!--/ Abstract__block -->\n<h3>Originality/value</h3>\n<p>This study offers a fresh perspective on the intellectual framework of experiential learning teaching approaches concerning sustainability in HEIs.</p><!--/ Abstract__block -->","PeriodicalId":47989,"journal":{"name":"International Journal of Sustainability in Higher Education","volume":"22 1","pages":""},"PeriodicalIF":3.0000,"publicationDate":"2024-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of Sustainability in Higher Education","FirstCategoryId":"93","ListUrlMain":"https://doi.org/10.1108/ijshe-10-2023-0461","RegionNum":2,"RegionCategory":"环境科学与生态学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
Purpose
This study aims to delve into the evolution, trends and implications of scientific production related to service learning (SL) and community engagement for sustainability in higher education institutions (HEIs). Because HEIs play a crucial role in achieving the sustainable development goals (SDGs), experiential learning approaches are needed to actively involve students in sustainable development.
Design/methodology/approach
In total, 869 publications from Web of Science and Scopus databases were analysed using a bibliometric approach that included performance analysis and science mapping. Subsequently, a systematic literature review was conducted on 118 publications, focusing on their contribution to SDGs and alignment with United Nations Educational Scientific and Cultural Organisation’s fields of expertise.
Findings
The findings reveal two significant trends: a substantial shift from curriculum development (2000–2010) to education for sustainable development (2011–2022), and the effectiveness of experiential learning teaching approaches, such as the integration of SL with community engagement and the use of innovative research methods in promoting the acquisition of sustainable development competencies. Additionally, community-based research, participatory action research and capacity development emerged as the primary topics.
Research limitations/implications
While this research is based on publications from two prominent databases, it may not include significant studies published in other databases.
Practical implications
These findings suggest that stakeholders should incorporate experiential learning activities and innovative research approaches to enhance education in, for and from sustainability.
Originality/value
This study offers a fresh perspective on the intellectual framework of experiential learning teaching approaches concerning sustainability in HEIs.
期刊介绍：
The aim of International Journal of Sustainability in Higher Education is to provide up-to-date information on new developments and trends on sustainability in a higher education context, and to catalyse networking and information exchange on sustainable development as a whole, and on the SDGs in particular, on a global basis. Authors are invited to submit papers from the following areas: Environmental management systems, Sustainable development, Sustainable Development Goals, Curricular innovation, Campus greening, Operational aspects of universities, Energy, water, recycling, waste management, Planning and design of campuses, Environmental reports, Environmental policies and action plans, Staff and student initiatives. Other themes associated to the above or emerging topics will also be considered
求助内容：
应助结果提醒方式：
京公网安备 11010802042870号
