Service-learning Innovative Pedagogy for Resolving Environmental Problems – What Have We Learned in Past Ten Years?

• Published in: Kemija u industriji; časopis kemičara i tehnologa Jugoslavije Vol. 73; no. 3-4; pp. 153 - 165
• Main Authors: Vukojević Medvidović, Nediljka, Medunić Orlić, Gabrijela, Buljac, Maša, Vrsalović, Ladislav, Smoljko, Ivana, Marušić, Mirko, Vuletić, Lina, Kuzmičić Rosandić, Tea, Nazlić, Marija, Radman, Margita, Carev, Ivana
• Format: Journal Article
• Language: English
• Published: Croatian Society of Chemical Engineers 01.01.2024
• Subjects: curriculum; education theory; faculty of chemistry and technology; learning outcomes; service-learning; university of split
• ISSN: 0022-9830; 1334-9090
• DOI: 10.15255/KUI.2023.049

Service-learning represents an innovative pedagogy that integrates academic learning with community service to address environmental issues based on experiential learning principles. This innovative pedagogy enhances higher education learning outcomes by fostering active engagement, real-world context, interdisciplinary insight, skills development, and civic engagement among students. The merging of service-learning contributes to a profound understanding of the subject matter, its practical applications, and personal and professional growth. This paper provides an overview of the implementation of service-learning in the STEM field, with a primary focus on the decade-long involvement of the Faculty of Chemistry and Technology in environmental protection projects. Through collaboration with the non-governmental organisation Sunce and partners from the University of Split, this initiative, led by environmental experts, has introduced a novel approach to higher education, facilitating knowledge expansion, skill improvement, and expertise development for both students and academic staff. The impact has been substantial, with the University of Split attaining the 21st position globally on the “World Universities with Real Impact” list for ethics in 2021, largely attributable to these service-learning projects. Service-learning has been integrated into the SEA-EU initiative, furthering its development at the University of Split, and establishing it as a pioneer in this field. Institutionalising service-learning in higher education requires the establishment of dedicated courses, integration into existing programmes, and the allocation of resources for academic staff, community partners, and students. Successful implementation requires a collaborative, iterative process involving careful planning, preparation, and assessment, ensuring that students benefit from meaningful opportunities to apply course content to real-world challenges while positively impacting the community. Društveno-korisno učenje (DKU) je obrazovni pristup koji spaja akademsko učenje s korisnim radom u zajednici da bi se riješili problemi okoliša utemeljeni na principima iskustvenog učenja. Taj inovativni pristup poboljšava ishode učenja u visokom obrazovanju nudeći studentima aktivan angažman, kontekst stvarnog svijeta, interdisciplinarne uvide, razvoj vještina i uključenost građana. Uključivanje DKU-a potiče dublje razumijevanje materijala kolegija, njegove praktične primjene te osobni i profesionalni rast. Ovaj rad daje pregled implementacije DKU učenja u STEM području, uglavnom se fokusirajući na desetljetnu uključenost Kemijsko-tehnološkog fakulteta u projekte zaštite okoliša. Suradnjom Udruge za zaštitu prirode i okoliša Sunce s partnerima sa Sveučilišta u Splitu, ova inicijativa, koju vode stručnjaci za okoliš, uvela je nov pristup visokom obrazovanju. Omogućila je studentima, nastavnicima i suradnicima da prošire svoja znanja, unaprijede svoje vještine i razviju stručnost. Utjecaj je bio znatan, a Sveučilište u Splitu zauzelo je 21. mjesto u svijetu na popisu “Svjetska sveučilišta sa stvarnim utjecajem” u kategoriji etike u 2021., uglavnom zahvaljujući DKU projektima. DKU je integriran u inicijativu SEA-EU i nastavlja se razvijati na Sveučilištu u Splitu, postavši predvodnik u tom području. Institucionalizacija DKU-a unutar visokog obrazovanja zahtijeva razvijanje DKU kolegija, integraciju DKU-a u postojeće programe i osiguravanje resursa za nastavno osoblje, partnere u zajednici i studente. Uspješna implementacija zahtijeva kolaborativni, iterativni proces koji uključuje pažljivo planiranje, pripremu i evaluaciju. Taj pristup osigurava studentima smislene prilike za primjenu sadržaja kolegija na izazove iz stvarnog svijeta, a istodobno pozitivno utječu na zajednicu.