CIVIS Days - Learning experience in Service Learning at institutional and national levels

The second day of the CIVIS series days at Sapienza commenced with an address highlighting the inspiring nature of the preceding presentations. The organizing body emphasized that the CIVIS Alliance itself stands as an inspiring model of collaboration and inclusion, fostering a loving and special community among its members.

The session was facilitated by Valerie Carel, leader of the Service Learning expert group. Two distinguished speakers were introduced: Pilar Aramuru Zabala, an associate professor at the Autonomous University of Madrid with extensive research interests in civic engagement since 1997, and Mohamad Müller, who previously headed strategic partnerships at the University of Witwatersrand and was instrumental in introducing compulsory community-based modules.

The initial inquiry focused on defining service learning and its contemporary relevance. Pilar Aramuru Zabala presented the definition from the European Association of Service Learning in Higher Education, describing it as a hands-on, experiential methodology where students address real-world human and environmental needs while learning. Key elements include reciprocity, social justice, and critical reflection, with the crucial aspect being its integration directly into the curriculum.

It is not a methodology; it is much more than that. A philosophy, a way of looking at the world, a way of looking at citizenship, at higher education, learning, and at justice also.

Mohamad Müller affirmed that service learning constitutes a pedagogical model, noting the term emerged in America in the late 1960s, initially referring to internships. The modern definition, incorporating academic study integration, solidified around the mid-1980s. In South Africa, the government mandated service learning, defining it as a credit-bearing, course-based activity requiring students to reflect on the service to gain a broader understanding of course content and enhance civic responsibility.

The discussion shifted to implementation strategies. Mohamad stressed that institutionalizing service learning requires a dedicated champion and sufficient funding to train academics, as many faculty members lack familiarity with concepts like reflection or community engagement. An office, such as the Community University Partnerships Office mentioned, is necessary to coordinate activities, separating service learning from general volunteerism.

Resistance often originated from faculties in the pure sciences, who initially doubted the applicability of community engagement. This resistance was countered by providing concrete examples, such as using physics equations to analyze playground safety for a nursery school, thereby demonstrating practical relevance outside traditional boundaries. Currently, architecture and town planning departments show significant engagement.

When assessing CIVIS readiness, Pilar noted that while being a civic alliance is a significant advantage, the process is incomplete without full institutionalization. To truly embed service learning, it must become a transversal, central axis across all institutions. This commitment is vital because research indicates that participation in a service learning project develops a lifelong commitment to serving the most vulnerable populations and the planet.

I'm a pedagogue. I don't know of another methodology. If you know of another one, please go ahead. But this, as far as I know, is the most complete and I would say the only methodology that really goes to the core of it.

Mohamad asserted that CIVIS must play a leading role by setting the example, as its stated mission explicitly aims to develop a European university with strong links to local environments and an orientation toward global challenges. To achieve this leadership role among other networks, the four or five universities currently active in service learning must expand this practice across all member institutions.

Stefan Lang, the General Secretary, viewed service learning as a moving movement and a uniting theme, suggesting it should be the Unique Selling Proposition (USP) for CIVIS 3. He stressed the responsibility to jointly take up this comprehensive topic, acknowledging that Europeans can learn significantly from the African experience regarding many shared challenges.

Magnus Craig Holtz, reflecting on his own hybrid activities, noted that while service to society is the core, he often views service learning more as part of his didactics—a way to motivate students, foster interest, and explore new directions, such as mobility or further study.

Service learning is not service to the community, because that is a one-way thing. Service learning is a two-way thing. So you doing service to the community but the community is also assisting you to learn various things.

The plenary session transitioned to celebrating student and professor implementation through the Service Learning Awards, an Open Lab project involving five CIVIS universities. Selection involved local juries composed of experts, students, community representatives, and governance members, followed by an international jury evaluation based on quality criteria from the European Association for Service Learning in Higher Education.

The international jury found two projects particularly strong, but ultimately awarded the final prize to the Autonomous University of Madrid for their project, 'Active Nature Plus.' This decision hinged on the project's effective alignment with core European values, especially inclusion of vulnerable populations, and its detailed structure making it highly replicable across other institutions.

Following the SL awards, recognition was given to the participants of the Creatathon, which focused on the comparative problem-solving challenge of overtourism through an inclusivity lens. Organizers thanked the extensive jury and coordinating teams, emphasizing that the event fostered collaboration, creativity, and meaningful dialogue beyond mere competition.

The session concluded with congratulations extended to all participants, including the winning Madrid team who received mobility prizes for next year's CIVIS Days in Bucharest. The overall sentiment was that this event marks only the beginning of the ongoing CIVIS journey toward building a strong European academic space.