Higher education institutions (HEIs) are mandated to contribute to sustainable development through teaching, research, and extension service. Service learning can be considered as a suitable educational framework in education for sustainable development as it inherently has the potential to develop practices contributing to sustainable development practices. Despite this, there is a need to clarify what service learning is among teachers and for them to adapt their reflexivity in the design and implementation of the program. This study fills this gap by focusing on building the capacities of educators by first understanding their experiences in using service learning for sustainable development. This leads to the research question: what are the experiences of teachers of a private higher education institution in utilizing service learning for sustainable development? This study addresses the research question through a case study involving four teachers in a private higher education institution in the Philippines. Data were gathered through semi-structured in-depth online interviews, and analyzed through thematic analysis. The study provides recommendations to sustain the impact of service learning for sustainable development: embed service and sustainability in the institution, form reciprocal relationships among stakeholders, acknowledge teacher reflexivity, engage students throughout the process, ensure balance between theory and practice, negotiate service in service learning, develop critical and reflective thinking among students, and assess its impact on the stakeholders.

Authors:
Mark Joseph Cancino, Ateneo de Manila University, Philippines

About the Presenter(s)
Mark Cancino is a lecturer in the Ateneo de Manila University and University of the Philippines. His research interests include learning, coaching, leadership, and sustainability.

Connect on Linkedin
https://www.linkedin.com/in/coachmarkcancino/

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