engleski

Service-learning an innovative pedagogical approach for resolving environmental problems - what have we learned in 10 years?

Service-learning is a pedagogical approach that combines academic learning with community service in resolving environmental problems. The theory of education that underpins service-learning is often referred to as experiential learning or learning-by-doing. Service-learning improves learning outcomes in higher education courses by providing students with opportunities for active engagement, real-world relevance, interdisciplinary learning, skill development, and civic engagement. By combining academic learning with community service, service-learning helps students to develop a deeper understanding of course material and its application to real-world problems and enhance their personal and professional development. In this work, a brief overview of service-learning implementation in STEM area will be given. The Faculty of Chemistry and Technology has been involved in service-learning projects in environmental protection for 10 years in a row, in collaboration with NGO SUNCE (Association for Nature, Environment and Sustainable Development) and other partners from the University of Split. With a strong academic background in environmental protection, professors of the Faculty of Chemistry and Technology, with the support of experts from local NGO, developed and implemented this innovative way of learning in the higher education area. This gave an opportunity to both students and professors to broaden their knowledge, strengthen skills and develop expertise over time. In 2021. the University of Split was ranked 21 st in the world, on the list of the “World universities with real impact” in the category of ethics based on these service-learning projects. Based on these projects as references, service-learning was incorporated in the European University of the Seas (SEA-EU) initiative and continues to develop at the University of Split. Institutionalizing service-learning by integrating it into the higher education curriculum includes developing service-learning courses, incorporating service-learning into existing courses, and providing support and resources for faculty, community partners, and students. We have witnessed that implementing service-learning in the higher education curriculum requires a collaborative and iterative approach that involves careful planning, preparation, and evaluation and provides students with meaningful opportunities to apply course content to real-world situations while positively impacting the community.

environmental problems ; service-learning ; educational approach ; curriculum ; learning outcomes

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