Позитивные изменения. Том 3, № 3 (2023). Positive changes. Volume 3, Issue 3 (2023). Редакция журнала «Позитивные изменения»

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then the palette of NGOs involved in the learning process should be as broad as possible. That is why it is necessary to teach universities and NGOs to trust each other – to encourage a perspective that envisions universities as partners rather than mere talent incubators,” emphasizes Elena Isaeva.

      This collaborative engagement between universities and the non-profit sector makes transformation inevitable, the expert says. It is paramount for both partners to recognize and embrace the benefits of it, approaching the partnership not as a mere obligation.

      “If the implementation of service learning is set to continue for the long term (and we can anticipate that the technology will be piloted, refined, and eventually become commonplace), the process will undoubtedly come with its fair share of challenges. Therefore, it is crucial for the university to have a supportive partner – whether it be a public chamber or a resource center – that can explain the specifics of NGOs and guide their actions,” summarizes Elena Isaeva.

      According to her, introducing service learning in freshman years is not advisable, given that students are still to acquire their professional skills. The primary objective of this technology is to bridge the gap between the acquired professional skills and real-life situations, which are presented to students for exploration under the guidance of a dedicated mentor. It is essential for the student to witness how their efforts contribute to improving people’s lives.

A TALE OF MUTUAL BENEFIT

      All participants stand to gain from service learning: for students, this form of project-based engagement within their education motivates them to actively participate in the fabric of society. Not only does it help in building a positive image of the modern young citizen, but it also tangibly factors the results of such endeavors into their coursework and thesis projects. Universities, too, benefit from the implementation of this technology, as it promotes civic, personal, and professional development among students, enhances their academic performance, significantly elevates the social atmosphere within the institution, and transforms it into a vibrant hub within the local community, thereby improving its image. Social organizations, meanwhile, find that implementing service learning and collaborating with universities allows them to tap into a talent pool that universities build. This partnership offers resources ranging from essential research and tangible support to manpower.

      It’s imperative, highlights Elena Isaeva, that the interaction strategy proves advantageous for both sides. “For the non-profit sector, this entails securing a large, reliable partner with a strong reputation and pursuing further joint projects in line with the university’s third mission. Universities, on the other hand, are keen on developing volunteering initiatives, enriching students’ extracurricular activities and the university’s event roster. This makes the university a consistent attendee at NGO fairs, civic forums, or hosting NGO events on campus – fostering meaningful involvement of both students and staff in socially significant activities and expanding their horizons.”

      Artem Shadrin, Director of the Institute of Socio-Economic Design at the National Research University Higher School of Economics, perceives service learning as an intriguing narrative illustrating the real-world demand for applied project-based learning in implementing socially-focused projects. This approach empowers students to cultivate their hard and soft skills while motivating them with impactful, socially relevant outcomes stemming from their projects.[60] Non-profit organizations, on their part, derive substantial added value from partnerships with universities.

      He emphasizes that the service learning format – where universities can genuinely support NGOs – facilitates networking, deepens relationships, and shapes a broader collaborative agenda. For universities adhering to the principles of project-based learning, it is imperative to offer engaging, motivating, and enriching tasks that foster professional growth. NGO leaders and staff members, frequently enthusiastic and charismatic individuals, provide an enriching experience for students, which is an added asset for universities, enabling them to attract top-notch candidates.

      “In essence, this narrative centers on mutual benefit, making the task of nurturing such collaborations all the more relevant,” Shadrin elaborates.

      “Interestingly, project-based learning has a strong history in our country’s engineering field. During the era of planned economies, engineering students would engage in real, functional projects as part of their education. Today, this approach to applied project-based learning is expanding into the realms of social sciences and humanities.”

      Thus, over the past few years, more than a hundred universities across the country have adopted the format of legal clinics, where law students offer pro bono legal advice to citizens in need of legal guidance. At Saint Petersburg State University, besides legal clinics, there are 15 other clinics in various domains,[61] such as social work, education, psychological counseling, all under the umbrella of the “clinical practice” framework.[62]

      “In a similar vein, students from faculties such as economics and media communications can provide invaluable assistance to NGOs by crafting marketing and communication strategies. Students in IT can lend their expertise to configure information systems, while architecture, design, urban planning, and sociology students can contribute to the realization of land improvement projects. The possibilities are vast, and they extend to enlightenment initiatives for schoolchildren across the spectrum of natural sciences, humanities, engineering, and social studies. With numerous fields aligned to students’ professional pursuits, each offering a significant impact, service learning serves as a conduit for practically boundless self-realization within socially beneficial endeavors,” summarizes Artem Shadrin.

WORKING ON TOMORROW

      The partitioning of service learning into a distinct domain and its systematic, deliberate integration into Russia’s educational landscape has become a necessity. This isn’t driven by fleeting trends or a momentary wave – it is an organic adaptation to an evolving world, where the consciousness of every individual holds newfound value. Much like the typewriter yielded to modern marvels like computers, smartphones, and the internet, envisioning a higher education institution untouched by educational technologies that pivot on humanism and align with contemporary values is becoming increasingly challenging. To be more precise, one definitely could imagine such an institution, but it would inevitably pale in comparison to its peers, those that grasp new currents and embed them in their curricula.

      While ongoing debates continue to surface – should service learning be included into a core curriculum or remain elective? Should it be lifelong learning or not? Is it necessary to expose every student to this narrative? Can multidisciplinary pursuits harmonize within such pedagogy? Which thrives – collective collaboration or personalized approaches? Whose impetus should drive this initiative? and more – regardless of these unresolved questions, the wheels of progress are in motion, and they are spinning with vigor. As for what lies ahead (and service learning fundamentally revolves around forging pathways with the future), we will find out soon!

      Экспертные статьи / Expert Publications

      Совместный поиск ответов на общественный запрос: практики участия грантодающих фондов в реализации «третьей миссии» университетов

      Александра Авдеева

      DOI 10.55140/2782–5817–2023–3–3–26–32

      Все больше университетов осознают,

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