in students, that is, the competencies that go beyond the professional expertise and are crucial in the present landscape.
The concept of service learning draws inspiration from the social constructivism theories by Jean Piaget (Switzerland), John Dewey (USA), and Lev Vygotsky (USSR), who developed the concept of socialization underlying the modern education system. This approach champions the notion of actively shaping the future in the present, placing individual values and interests at the heart of the construct, mobilizing the individual’s willpower and responsibility.[55]
Globally, service learning has evolved into a customary practice, garnering official government-level endorsements. Noteworthy examples include Great Britain, Nigeria, Argentina, Portugal, Brazil, Venezuela, Chile, and Spain, where civic and social service courses thrive within the educational framework, and the respective institutions organize the volunteering activities of school and university students in community centers, etc. The Massachusetts Institute of Technology (MIT) incorporates a corresponding track across its curriculum, enabling students to consistently engage with social initiatives embedded in educational programs and courses.
Service learning represents an educational technology and pedagogical practice that blends the areas of learning and community service through tangible projects. In these collaborative endeavors, students work alongside representatives from the non-profit sector to address real-world cases aimed at the betterment of the surrounding environment – in a broader sense. In simple terms, it means the practical implementation of educational initiatives which contain social good.[56] This approach stimulates the student’s interest in discovering their individual uniqueness and plays a pivotal role in shaping their value framework. Ultimately, it exerts a direct influence on personal development and the trajectory of an individual’s life.
Currently, the focus of state attention in Russia is shifting towards a practical and worldview-oriented approach to education. This approach facilitates the application of academic knowledge within real social contexts to address society’s pertinent challenges. A crucial element of this process involves close collaboration with nonprofits to address genuine issues affecting people and society at large.
As of September 1, 2023, systematic efforts have been launched to foster collaboration between universities and the social sector. Towards the end of the previous year, the President of the Russian Federation issued the relevant directive.[57] The endeavor of incorporating the “Service Learning” module into higher education curricula materialized through a collaborative effort between the Ministry of Education and Science of Russia, the Ministry of Labor of Russia, Rosmolodezh, and the Association of Volunteer Centers (AVC).
Explaining this initiative, Olga Petrova, Deputy Minister of Science and Higher Education of the Russian Federation, commented, “Our goal is to propose implementation formats that seamlessly integrate with educational programs. Various universities have already integrated this module, with a considerable number of students displaying a distinct interest in service, evidenced by their participation in initiatives like #WeAreTogether, Dobro.Centers, and patriotic clubs such as #IAmProud, along with active involvement in volunteer activities.”[58]
Artem Metelev, Chairman of the State Duma Committee on Youth Policy and Chair of the Association of Volunteer Centers, elucidates why it was AVC that was tasked with developing and integrating the “Service Learning” course into higher education programs. Since 2014, the organization has been collaboratively advancing the infrastructure supporting the volunteer movement, while proposing, lobbying and implementing specialized legislative initiatives. Additionally, they have crafted methodological guidelines and standards for volunteer activities across various domains. In 2020, AVC published the “Service Learning” methodological manual, offering insights into the essence, objectives, principles, content, methods, and forms of this educational methodology that cultivates social responsibility. It also outlines steps for its implementation within educational and community organizations. Ultimately, this guide was endorsed by the Ministry of Education of Russia and the Ministry of Science and Higher Education of the Russian Federation for integration into educational institutions.
The decision to spotlight service learning as a distinct facet of university endeavors stems, firstly, from established foreign practices, according to Elena Isaeva, Director of the Center for the Development of the Third Mission at Yaroslavl State University. Secondly, contemporary Russia emphasizes the non-profit sector at the state level. “Hence, omitting the humanitarian component of the non-profit sector from the educational process and excluding representatives of NGOs from higher education – especially when fostering genuine citizenship – is, in my view, misguided,” Isaeva asserts.
A third pivotal factor, as she emphasizes, is the activism of advocates for this technology, who have presented and substantiated its relevance. Notable entities such as Vladimir Potanin Foundation, the Higher School of Economics, the Association of Volunteer Centers, and representatives from resource centers of NGOs in Russia have played a significant role. “In my view, the time has come when the significance of this technology has become evident to the relevant ministry. Timing is crucial,” the expert notes. “It relies on the development of the non-profit sector to an appropriate level and the state’s preparedness to support this direction.”
Dmitry Zemtsov, Vice-Rector of the National Research University Higher School of Economics, believes that service learning practices have existed in Russia for a considerable period of time. However, never before have they been collectively consolidated into a coherent concept. Examples include legal clinics, medical student volunteering, and more. In recent years, experts have increasingly debated the applicability of metaphors like “ivory tower” or “human resources factory” to contemporary universities. Today’s universities are expected not only to address educational and scientific challenges, but also to participate actively and responsibly in social life. In this context, service learning empowers students to translate the acquired knowledge into action, utilizing their professional competencies for societal welfare.
“A consensus has emerged in the global research community that service learning is an effective technology both for nurturing professionals and cultivating civic responsibility and societal concern within students. Thus, today it is not enough for universities to only provide quality education to young people. The modern higher education landscape demands a comprehensive approach that shapes individual identities with a well-defined value system, ethical compass, and moral principles of young professionals,” emphasizes Dmitry Zemtsov.
Presently, higher education is plagued with a structural discrepancy that can be seen from research: a substantial three-quarters of students voice the scarcity of practical application amidst an abundance of theoretical learning in universities, observes Artem Metelev.
“The economy’s momentum outpaces the educational sector’s stride. The methodology of service learning, on the one hand, bridges the gap between reality and academia, interlinking the two realms, and, on the other hand, harnesses students’ vigor and creativity, channeling them towards addressing social dilemmas. What is notable about this practice is that it transcends mere instruction in assisting people; it cultivates students’ professional competencies with a focus on tackling specific societal challenges – the very issues that will define their journey forward, cementing their role as sought-after professionals and engaged citizens,” asserts the expert.
Since 2018, AVC has been collaborating with universities on programs fostering volunteerism within the educational framework, thereby incorporating the pivotal tenets of service learning. In accordance with the Service Learning guidebook, published by AVC in 2020, the pedagogical approach
Reshetnikov, O. V. (2016). Constructing and designing social reality: from concept to realization. Local Law, (3), 79–90.
Gaete Sepulveda, M. A. (2022). Service learning through project and application activities. Methodological guidelines for universities. Retrieved from: http://cpo.samgtu.ru/sites/cpo.samgtu.ru/files/obuchenie_sluzheniem_vshe.pdf. (accessed: 18.08.2023).
President of Russia. (2022). List of instructions following the results of the State Council meeting. Retrieved from: http://www.kremlin.ru/acts/assignments/orders/70421. (accessed: 18.08.2023).
Ministry of Education and Science of Russia. (2022). Over 180 university representatives have completed a professional development program to implement the Service Learning course. Retrieved from: https://minobrnauki.gov.ru/press-center/news/obrazovanie/70234/ (accessed: 18.08.2023).
