Belief, attitude and critical understanding. A systematic review of social justice in Service‐Learning experiences

Abstract

This systematic review examined the role of Service-Learning experiences promoted by higher education institutions to strengthen the achievement of social justice outcomes among youth. We screened and coded studies following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). Of the 555 articles found in the database search, 47 peer-reviewed studies were included in the final sample. Social justice construct, together with research location, participants, target community and outcomes, were coded. Results show effects of Service-Learning experiences on (a) fostering significant improvement of students' social justice beliefs, (b) stimulating significant changes in students' attitudes with respect to the development of altruistic behaviours and their commitment to social justice, and (c) increasing students' critical understanding by sparking questioning processes related to personal assumptions of inequalities. This systematic review provides insights into the strengths and challenges of implementing social justiceoriented Service-Learning experiences.

The experiences of medical and pharmacy students participating in a Collaborative Online International Learning on social accountability and Global Health: a qualitative study

“…Another systematic review of 47 studies also reported that service-learning is effective in fostering signi cant improvement in students' social justice beliefs, stimulating signi cant changes in their attitudes towards developing altruistic behaviours and their commitment to social justice, and increasing their critical understanding by sparking questioning processes related to personal assumptions of inequalities [23]. Based on a recent meta-synthesis, it is recommended that the core medical school curriculum should include mandatory training to enable students to identify and address adverse social factors that are medically relevant [24]. The participants in our study recommended increasing the availability and accessibility of educational programs in the eld of social accountability during medical and pharmacy education.…”

“…The objective of educational programs, such as SOLID'AIRS, is to raise awareness of the realities of other healthcare systems and to train professionals capable of nding a useful place for themselves in a complex healthcare system. Therefore, it is critical to assess the impact of these study programs on students and the social determinants of health [9,[23][24][25]. Regarding the impact of the SOLID'AIRS program, students reported professional bene ts, including improved group work skills.…”

Editorial: Challenging injustice: Understanding upstanding, civic action, and bystander intervention to promote justice

“…Profile membership was associated with racial identity, racial socialization, and experiences of racial stress. Compare and Albanesi (2023) present a systematic review of service-learning in higher education settings as a way to foster social justice outcomes. They reviewed 47 papers documenting that service-learning experiences promoted social justice beliefs, fostered the development of altruistic behaviours and commitment to social justice, and shaped participants' critical understanding of processes such as injustices.…”

Course design for the psychology of migration: Intradisciplinary and experiential approach.

“…CEL also has the potential to effectively enhance students’ understanding of migrants’ experiences and reinforce students’ appreciation for education and career readiness (Costigan et al, 2022; Wickline et al, 2021). Research shows that service learning is positively linked to students’ interest, engagement, program attitudes, empathy, and intercultural competence (Cadenas et al, 2022; Celio et al, 2011; Compare & Albanesi, 2023; Crone, 2023). Intercultural competence involves attitudes, knowledge, and skills supporting effective interaction in diverse cultural contexts (Deardorff & Arasaratnam-Smith, 2017).…”