Service-Learning for Sustainable Development: Сase-Study Evidence from War Conditions
DOI:
https://doi.org/10.63410/jds2025/08Keywords:
Russian-Ukrainian War, Service Learning, Sustainable, Development, Higher Education, Social ResponsibilityAbstract
Higher education plays a crucial role in advancing sustainable development, particularly under wartime conditions. At the same time, the challenges posed by war have acted as a catalyst, prompting both teachers and students to actively engage in service learning within the educational process. As awareness, student values, and social responsibility shift, universities are increasingly focused on designing impactful courses centered on sustainable community development and social enterprise. To support
this transition, it is imperative to encourage the adoption of methodologies that adhere to sustainability principles.
This article provides a theoretical analysis and examines practical cases that highlight the attributes positioning service learning as an effective strategy for promoting education for sustainable development. The pedagogical framework of service learning is explored and linked to sustainability principles within the university context.
Particular attention is given to the features of introducing and implementing service-learning projects during wartime in Ukraine and integrating them into education for sustainable development in higher education using a systemic approach. The results obtained confirm that the service-learning approach effectively implements all six principles of sustainable development in higher education under wartime conditions.
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