Service-learning in higher education between Spain and Mexico. Towards the SDGS

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Published: Sep 26, 2023
Updated: 2023-09-26
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2023-09-26 (5)
DOI: https://doi.org/10.17163/alt.v17n1.2022.06
Keywords:
Service-Learning, higher education, social service, Spain, Mexico, Sustainable Development Goals

Main Article Content

Fernando González-Alonso
Universidad Pontificia de Salamanca
https://orcid.org/0000-0002-6507-3433
Azucena Ochoa-Cervantes
Universidad Autónoma de Querétaro
https://orcid.org/0000-0003-4515-9069
José Luis Guzón-Nestar
Universidad Pontificia de Salamanca
https://orcid.org/0000-0002-1526-5058

Abstract

The article considers university Service Learning (SL) between Spain and Mexico, in the absence of literary reviews on SL and with the aim of generating motivation and commitment, through the experiences proposed and analyzed. For which, it addresses the roots, the philosophical and pedagogical foundations and the models that articulate and justify it as elements of great interest and relevance. Identify PHC experiences, designed by Universities in Spain and Mexico, that respond to the dimensions that are proposed and tend to the Sustainable Development Goals (SDG), in order to know, analyze, compare and value them. The experiences are applied by university students, with the support of network organizations, as a service to the community, in vulnerable social sectors of childhood, adolescence and youth, indigenous communities, women, etc. The students experience a remarkable learning, by adding theory and practice in real situations, related to art and cultural heritage, physical education, teacher training, environmental and civic education, solidarity participation, gender equality and psychopedagogical development and support. It shows a referential and prospective framework, turning the SL of both shores into cooperative strategies of teaching, services and socio-educational learning, which bring university and society closer together, for academic improvement, personal and group growth and civic and democratic participation, favoring the commitment to social justice and the progressive achievement of the SDGs.

Article Details

Issue
Vol. 17 No. 1 (2022): (January-June 2022): Gamification in learning: Methodological strategy for student motivation
Section
MISCELLANEOUS SECTION
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Author Biography

José Luis Guzón-Nestar, Universidad Pontificia de Salamanca

Profesor de Historia de la Ciencia y de la Filosofía Moderna en la Facultad de Filosofía de la Universidad Pontificia de Salamanca. Director del Instituto de Pensamiento Iberoamericano y del Instituto Superior de Ciencias de la Familia

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