RT Journal Article
T1 Social Participation and Theoretical Content: Appropriation of Curricular Concepts in Service-Learning
A1 García-Romero, D.
A1 Martínez Lozano, Virginia
K1 Cultural-historical approach
K1 Service-learning
K1 Reflection
K1 Higher education
AB In recent years, higher education has lost its monopoly on the transmission of specialized knowledge. In response, it has sought to expand its contribution to society in areas such as equipping students with practical skills and fostering social engagement. New pedagogical approaches such as service-learning emphasize the importance of these new directions. However, a question arises: In this context, what role should be played by specialized knowledge and its acquisition? It is generally accepted that theoretical learning should not take place in a parallel, self-contained universe, isolated from practical concerns and social commitment, and therefore we must examine how these processes interact. Accordingly, this article analyzes the content learning processes of students participating in service-learning experiences. The results obtained show a diversity in the roles that curricular concepts play, ranging from mere definitions oriented to evaluation, to tools for reflection and action in practice.
PB University of Georgia
SN 2164-8212
YR 2022
FD 2022
LK https://hdl.handle.net/10433/19708
UL https://hdl.handle.net/10433/19708
LA en
NO Journal of Higher Education Outreach and Engagement, 26(1), 71-87
NO Universidad Pablo de Olavide. Departamento de Antropología Social, Psicología Básica y Salud Pública
DS RIO
RD May 10, 2026