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Service Learning as a Catalyst for Sustainable and Inclusive

Education

Hafizah Hammad Ahmad Khan

, Noorlailahusna Mohd Yusof

, Raveenthiran Vivekanantharasa

Faculty of Business and Management, Universiti Teknologi MARA, Kampus Sungai Petani, Merbok,

Kedah, Malaysia

Faculty of Administrative Science and Policy Studies, Universiti Teknologi MARA, Kampus Sungai

Petani, Merbok, Kedah, Malaysia

Faculty of Education, The Open University of Sri Lanka, Sri Lanka

*Corresponding Author

DOI: https://dx.doi.org/10.47772/IJRISS.2025.910000516

Received: 25 October 2025; Accepted: 06 November 2025; Published: 18 November 2025

ABSTRACT

This paper explores the role of service learning as a catalyst for sustainable and inclusive education through a

systematic review of thirty-one peer-reviewed studies published between 2008 and 2025. The analysis identifies

five core thematic domains: (1) service learning as a pathway to sustainability, (2) inclusive and holistic

education through experiential engagement, (3) teacher development and institutional transformation, (4)

community empowerment and social justice, and (5) digital innovation and applied learning. Together, these

themes demonstrate that service learning connects academic learning with societal needs by fostering

sustainability competencies, empathy, civic responsibility, and reflective practice. The study concludes that

service learning represents a transformative educational approach that links academic knowledge with

community needs, enabling higher education to advance the United Nations Sustainable Development Goals

(SDGs) through experiential, equitable, and technology-supported pedagogies.

Keywords: Service learning, Sustainable education, Inclusive education, Community empowerment, Higher

education

INTRODUCTION

The growing demand for sustainability and inclusivity in education has placed increasing emphasis on

pedagogical approaches that transcend traditional classroom learning. Education today is not merely about

knowledge acquisition but also about nurturing responsible global citizens capable of contributing to sustainable

social transformation. In this context, service learning has emerged as an innovative educational practice that

effectively integrates community engagement with academic instruction. By combining experiential learning

and civic responsibility, service learning enables students to apply theoretical knowledge to real-world contexts,

fostering deeper understanding, empathy, and a commitment to community well-being (And & Sheaffer, 2006;

Batarelo Kokić & Kokić, 2024).

Service learning serves as a dynamic link between academia and society, aligning educational objectives with

the pursuit of sustainability. It places students in real-world settings where they collaborate with communities to

tackle pressing environmental, social, and economic challenges. In this way, service-learning fosters education

for sustainability, equipping learners with essential green skills and promoting a comprehensive understanding

of environmental stewardship (Schonemann et al., 2010; Phillipson-Mower & Adams, 2010). Through

community projects addressing various sustainability issues, such as waste management and resource

conservation, students not only internalize sustainability principles but also make meaningful contributions to

community resilience and local development. These outcomes strongly resonate with the United Nations

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Sustainable Development Goals (SDGs), particularly SDG 4 (Quality Education), SDG 10 (Reduced

Inequalities), and SDG 11 (Sustainable Cities and Communities).

Beyond its environmental aspect, service learning also acts as a platform for advancing inclusive education. By

involving a diverse range of learners, including those with disabilities or socio-economic challenges, service

learning promotes participation, belonging, and equality within educational settings (Sánchez Alba et al., 2024).

It encourages educators and institutions to reconceptualize classrooms as inclusive spaces where diversity is

celebrated, and every student is given the chance to contribute to societal progress. The participatory and

reflective nature of service learning cultivates empathy and social awareness, fostering the development of

inclusive mindsets among future professionals and citizens (Cuenca-Soto et al., 2023).

Service learning not only enhances sustainability and inclusion but also plays a crucial role in student

development and community engagement. It fosters essential transferable skills such as leadership, problem

solving, communication, and teamwork, which are vital for addressing complex global challenges (Oakes, 2009;

Lasen et al., 2015). Additionally, service learning strengthens the partnerships between higher education

institutions and local communities, promoting mutual growth and advancing social justice agendas (Wall et al.,

2018; Felismonte et al., 2024). These collaborations transform universities into agents of social change,

reinforcing their role as catalysts for equitable and sustainable development.

Despite its transformative potential, the implementation of service learning continues to face persistent

challenges. Educators frequently encounter obstacles related to institutional support, funding, curriculum

integration, and inadequate training (Álvarez-Vanegas et al., 2024). Additionally, the lack of structured

frameworks and monitoring tools can impede the scalability and sustainability of service-learning initiatives

(Schank & Halberstadt, 2022). These challenges highlight the necessity for conceptual clarity and institutional

strategies to integrate service learning into the broader educational ecosystem.

This paper contributes to the growing discourse on transformative education by highlighting service learning as

a strategic pedagogical tool for promoting sustainability and inclusivity in higher education. Through a

systematic literature review (SLR), the paper integrates recent empirical and conceptual studies to pinpoint the

key benefits, challenges, and enabling conditions necessary for the successful implementation of service

learning. The synthesis of findings reveals that when service learning is thoughtfully designed and institutionally

supported, it serves as a powerful educational catalyst, aligning academic learning with social transformation

and sustainable development goals.

The remainder of this paper is organized as follows: The next section reviews relevant literature on service

learning, followed by the methodology in Section 3. Section 4 presents the findings and discussion, while Section

5 concludes the paper.

LITERATURE REVIEW

Service learning is broadly recognized as a high-impact pedagogical approach that integrates academic study

with structured community engagement, aiming to benefit students, partners, and society. The literature situates

service learning within the traditions of experiential learning and civic education, while also aligning it with

global agendas for sustainable development and inclusive education. Across various disciplines and settings,

research indicates that service learning enhances conceptual understanding, strengthens civic dispositions, and

grounds learning in authentic problem contexts where students encounter the environmental and social

challenges communities face daily (And Sheaffer, 2006; Phillipson Mower and Adams, 2010; Lasen, Tomas, and

Hill, 2015). This grounding in real-world contexts is crucial for education for sustainability, as it places

knowledge application, ethical reasoning, and systems thinking within genuine dilemmas rather than simulated

tasks.

A recurring theme in the literature connects service learning with the enhancement of sustainability-related

knowledge, skills, and values. Research in environmental and teacher education highlights improvements in

environmental literacy and stewardship, along with the development of green skills that equip graduates for a

resource-sufficient society (Schonemann, Libby, and King, 2010; Batarelo Kokic and Kokic, 2024). In the realms

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of science and engineering education, service-learning projects link technical problem-solving with public

objectives, enabling students to practice anticipatory and strategic thinking while furthering community goals

such as waste reduction, watershed protection, and energy conservation (Oakes, 2009; Helicke, 2014; Arnold,

2022). These outcomes align closely with the sustainable development goals, particularly those related to quality

education, reduced inequalities, and sustainable cities, illustrating how the fusion of classroom and community

inquiry can cultivate graduates who are both competent and socially responsible (Adarlo et al., 2024; Felismonte,

Moreno, and Ruiz, 2024).

The literature highlights how service-learning fosters community development and empowerment through

various pathways. Firstly, knowledge and skills are transferred when interdisciplinary student teams collaborate

with residents to co-design solutions, such as enhancing agricultural productivity and post-harvest processing or

bolstering local environmental practices. These collaborations can promote economic independence and poverty

reduction while also enhancing student entrepreneurship and management skills (Ridwan et al., 2020; Hermann

et al., 2025). Secondly, organizational empowerment arises as community partners gain experience in project

planning, monitoring, and collective decision-making, which in turn strengthens the sustainability of initiatives

beyond a single semester. Partners often describe service learning as a bridge that fosters reciprocity, trust, and

civic responsibility within local organizations (Compare et al., 2025; Naufal et al., 2024). Thirdly, service

learning can drive social change through participatory research and reflective evaluation practices that reveal

issues of inequality and power, enabling youth and residents to collaborate for justice-oriented outcomes

(Peterson, 2009; Mtawa, 2019; Shumer, 2023). Frameworks like asset-based community-driven development

demonstrate how leveraging community strengths can transform student projects into long-term collective action

and measurable local impact (Ma et al., 2024).

Inclusive education is another area where service learning demonstrates unique value. Research that deliberately

includes students with disabilities or other underrepresented groups shows enhanced feelings of belonging,

agency, and peer understanding when projects are designed for universal participation (Sanchez Alba et al.,

2024). Critical approaches in the social sciences further contend that service learning can disrupt exclusionary

practices by highlighting community voices, recognizing intersectional inequalities, and centering care,

collaboration, and reflection in course design (Cuenca-Soto et al., 2023; Wall, Giles, and Stanton, 2018). When

universities foster equitable partnerships and incorporate reflective activities that challenge assumptions, service

learning becomes a pathway to inclusive learning environments for students and more equitable processes for

community stakeholders.

In terms of curriculum and institutional practices, the literature highlights several design principles linked to

effective service learning for sustainability and inclusion. Successful courses foster reciprocal partnerships,

collaboratively define community needs, and align project outcomes with both academic goals and partner

priorities, thereby creating shared value among stakeholders (Nikolova and Andersen, 2017; Heim LaFrombois

and Mittal, 2023). Continuous formative feedback from partners and lecturers, structured reflection prompts, and

clear deliverables enable students to integrate theory with practice and support partner decision-making (Schank

and Halberstadt, 2022; Arnold, 2022). Studies of national initiatives like SULAM underscore the importance of

orientation, role clarity, and recognition mechanisms that sustain educator and partner commitment, while

illustrating how universities can mainstream service learning through policy, training, and resource allocation

(Naufal et al., 2024; Álvarez-Vanegas, Ramani, and Volante, 2024). Literature from during and after the

pandemic also reveals the potential of electronic service learning to broaden access, reduce logistical barriers,

and maintain collaboration when mobility is limited, provided that courses ensure interaction quality and partner

relevance (Yu, Du, and Zhou, 2023).

Despite these strengths, scholars caution that the outcomes of service learning are not guaranteed. Common

challenges include variations in educator capacity, limited funding, short project durations that limit depth and

continuity, and the risk of one-way service that prioritizes university timelines over community processes

(Álvarez-Vanegas, Ramani, and Volante, 2024; Schank and Halberstadt, 2022). Power imbalances can persist if

projects are not genuinely co-created or if assessments prioritize student outputs over community value. The

literature, therefore, emphasizes the importance of governance, ethics, and the cultivation of long-term

partnerships, including shared metrics that capture community-defined benefits and mechanisms to ensure

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projects contribute to ongoing local strategies rather than isolated interventions (Heim LaFrombois and Mittal,

2023; Compare et al., 2025). When these considerations are addressed, service learning provides a robust

pathway to connect educational quality with societal well-being in ways that promote sustainability and

inclusion.

METHODOLOGY

This study employs a systematic literature review (SLR) approach to synthesize existing knowledge on the role

of service learning as a catalyst for sustainable and inclusive education. The SLR method was selected for its

rigorous process of identifying, evaluating, and synthesizing existing research in a transparent and replicable

manner. This approach facilitates a structured exploration of both conceptual and empirical contributions,

offering a comprehensive understanding of the patterns, themes, and gaps present in the literature.

The search process utilized the Scopus database, renowned for its extensive coverage of high-quality, peer

reviewed academic publications. To ensure precision and relevance, the search was confined to article titles,

abstract and author keywords, using the search string “service learning” OR “service-learning” AND

“sustainable education” OR “inclusive education.” The initial search yielded 41 documents. These records were

then screened based on specific inclusion criteria, retaining only journal articles written in English. Following

the screening process, a total of 31 articles met the inclusion criteria and were selected for detailed analysis. The

summary of the search procedure is depicted in Figure 1.

Figure 1: Summary of search procedure

The selected studies underwent a systematic review to uncover recurring patterns, thematic relationships, and

conceptual linkages that demonstrate how service learning promotes sustainable learning and inclusive

educational outcomes. Through interpretive synthesis, this review brings together insights from various

disciplines to build a comprehensive understanding of how service-learning aids in transforming education

systems toward sustainability and inclusivity.

Scope

•

string

TITLE

ABS

KEY

(

"service

learning"

"service

learning"

AND

"sustainable

education"

"inclusive

education")

•

Date

November

2025

•

Documents

Screening

•

Time Frame: All

•

Language: English

•

Document Type: All

•

Source Type: All

Final records

•

documents

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FINDINGS AND DISCUSSION

This systematic literature review synthesizes findings from thirty-one scholarly works published between 2008

and 2025, offering a comprehensive overview of how service-learning acts as a catalyst for sustainable and

inclusive education. The analysis presented in Table 1 identifies five major thematic domains that capture the

multidimensional impact of service learning: (1) Service Learning as a Pathway to Sustainability, (2) Inclusive

and Holistic Education through Experiential Engagement, (3) Teacher Development and Institutional

Transformation, (4) Community Empowerment and Social Justice, and (5) Digital Innovation and Applied

Learning. Together, these themes illustrate how service learning transcends traditional classroom boundaries

to promote social, environmental, and institutional transformation.

Table 1: Summary of Key Themes

Theme

Representative Studies

Key Findings

Service Learning as

Pathway to

Sustainability

Moscovici & Witt (2018);

Tlali (2017); Tripon (2025);

Batarelo Kokić & Kokić

(2024)

Service learning enhances sustainability competencies,

systems thinking, and civic responsibility by linking

academic coursework with real-world environmental

challenges. Projects that focus on ecological literacy and

local conservation efforts heighten students' awareness

of global sustainability goals and local environmental

initiatives.

Inclusive and

Holistic

Education through

Experiential

Engagement

Carrington & Saggers

(2008); Carrington et al.

(2015); Duraku et al. (2025);

Marave-Vivas et al. (2023)

Service learning enhances inclusive, equitable, and

holistic education by involving diverse learners and

cultivating empathy, social inclusion, and wellbeing.

Through experiential engagement in community-based

and physical education projects, it fosters social

cohesion and expands access to meaningful learning

experiences.

Teacher

Development and

Institutional

Transformation

Resch & Schrittesser (2023);

Sánchez-Emeterio et al.

(2025); Rodríguez-Ferrer et

al. (2023); Carrington &

Saggers (2008)

Service learning not only enhances reflective and ethical

competencies in teachers but also drives institutional

transformation. By integrating service learning into

curricula, teacher training, and assessment practices, it

reinforces professional ethics, reflective capacity, and

the long-term integration of policies in higher education.

Community

Empowerment and

Social Justice

Valencia-Forrester et al.

(2019); Muñoz-Alcón et al.

(2022); Kekilova et al.

(2015); Resch & Schrittesser

(2023)

Service learning empowers communities by fostering

co-creation, civic participation, and social innovation.

Through reciprocal partnerships between universities

and communities, it generates social capital, addresses

inequality, and promotes sustainable community

development.

Digital Innovation

and Applied

Learning

D’Elia et al. (2024); Yu, Du,

& Zhou (2023); Oakes

(2009); Tripon (2025)

Digital and technology-enhanced service learning

broadens access and inclusivity by fostering virtual

collaboration and applied learning in STEM and

interdisciplinary settings. It incorporates digital tools

and problem-solving strategies to boost flexibility,

employability, and real-world impact.

Service Learning as a Pathway to Sustainability

Service learning is increasingly acknowledged as a pedagogical approach that connects academic inquiry with

sustainability practices. Research by Tlali (2017), Moscovici & Witt (2018), and Tripon (2025) underscores

that service-learning fosters systems thinking and environmental literacy by actively involving students in

ecological challenges and community-driven sustainability projects. These experiences enable students to

apply classroom knowledge to real-world environmental issues, thereby nurturing a sense of responsibility for

both local and global sustainability objectives. Additionally, service learning enhances students' ability to make

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interdisciplinary connections, integrating the scientific, ethical, and civic aspects of sustainability. These

findings confirm that incorporating sustainability-focused service learning into curricula not only bolsters

environmental awareness but also instills a long-term commitment to ecological stewardship.

Inclusive and Holistic Education through Experiential Engagement

The review highlights inclusive education as a frequently emphasized outcome of service learning. Studies by

Carrington and Saggers (2008), Carrington et al. (2015), Duraku et al. (2025), and Marave-Vivas et al. (2023)

demonstrate that service learning serves as a powerful tool for fostering empathy, inclusivity, and social

cohesion. By engaging with marginalized populations, students gain practical insights into the challenges faced

by individuals with disabilities, minority groups, or vulnerable communities. Moreover, experiential projects

in physical education and well-being contexts contribute to holistic learning by integrating the emotional,

social, and physical dimensions of human development. These findings underscore that service-learning

transforms inclusivity from a theoretical concept into a lived educational experience, fostering respect for

diversity and instilling values of social responsibility and belonging among future professionals.

Teacher Development and Institutional Transformation

A significant body of literature emphasizes teacher education, highlighting service learning as a transformative

method for fostering reflective practice and shaping professional identity. Research by Sánchez-Emeterio et al.

(2025), Rodríguez-Ferrer et al. (2023), and Resch & Schrittesser (2023) demonstrates that service learning

enhances pre-service teachers' abilities in ethical reasoning, reflective judgment, and community engagement.

By incorporating community partnerships into teacher education programs, universities offer prospective

educators the chance to apply pedagogical theories in real-world social contexts. Beyond individual growth,

the institutionalization of service learning through curriculum design, faculty training, and policy frameworks

is identified as a crucial factor for success (Carrington & Saggers, 2008; Resch & Schrittesser, 2023). This dual

impact highlights the necessity for higher education institutions to systematically integrate service learning to

ensure both pedagogical and institutional transformation towards sustainability and inclusivity.

Community Empowerment and Social Justice

At the core of service learning's social mission is community empowerment. Research by Valencia-Forrester

et al. (2019), Muñoz-Alcón et al. (2022), and Kekilova et al. (2015) illustrates how reciprocal partnerships

between universities and communities foster social innovation, civic engagement, and the reduction of

inequalities. Service-learning initiatives enable a two-way exchange, where students apply academic

knowledge while community partners receive resources, skills, and increased visibility. This participatory

model not only advocates for social justice but also bolsters social capital and community resilience.

Additionally, service learning supports the United Nations Sustainable Development Goals (SDGs),

particularly those concerning quality education, reduced inequalities, and sustainable communities.

Collectively, the evidence affirms that service-learning acts as a platform for empowering communities while

cultivating socially conscious graduates.

Digital Innovation and Applied Learning

The advent of technology-mediated education has broadened the scope and inclusivity of service learning. The

digital and e-service learning models discussed by D’Elia et al. (2024), Yu, Du, and Zhou (2023), and Oakes

(2009) demonstrate how virtual collaboration can sustain community engagement, particularly in

geographically dispersed or resource-limited environments. Online platforms offer flexibility, enable

crossborder participation, and foster innovative approaches to sustainability and STEM-related projects.

However, research also warns that technological integration should remain anchored in human connection and

reflective practice to prevent superficial engagement. When thoughtfully designed, digital service learning not

only improves access and equity but also enhances students’ employability and technical skills, effectively

bridging the gap between applied knowledge and civic responsibility.

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Synthesis of Insights

Overall, the review demonstrates that service learning enhances sustainable and inclusive education through

three interconnected mechanisms: (i) linking academic knowledge to societal needs, (ii) promoting reflective

and inclusive pedagogies, and (iii) institutionalizing community engagement within higher education systems.

Across various contexts, the most effective service-learning models exhibit strong community partnerships,

structured reflection, and institutional support that extends engagement beyond individual courses. This

synthesis underscores the notion that service learning is not merely an instructional method but a transformative

educational philosophy that integrates sustainability, inclusivity, and social justice as foundational principles

of higher education.

CONCLUSION

This systematic literature review offers an integrated understanding of how service-learning acts as a catalyst

for sustainable and inclusive education. Analyzing thirty-one scholarly works published between 2008 and

2025, the study identifies five interconnected thematic domains: (1) service learning as a pathway to

sustainability, (2) inclusive and holistic education through experiential engagement, (3) teacher development

and institutional transformation, (4) community empowerment and social justice, and (5) digital innovation

and applied learning. Together, these themes highlight the multifaceted potential of service learning to advance

educational, social, and environmental goals in higher education.

The findings indicate that service learning not only enhances students' civic, ethical, and reflective abilities but

also connects academic learning with real-world challenges, particularly in areas like environmental

stewardship, inclusion, and community resilience. Through experiential and reflective teaching methods,

students acquire essential skills for sustainability and social responsibility, while communities gain from

meaningful partnerships and collaborative problem-solving. The review further emphasizes that sustainable

implementation relies on institutional support through curriculum integration, faculty training, and long-term

community collaboration.

From a theoretical perspective, this paper enriches the growing discourse on transformative and experiential

learning by framing service learning as a pedagogical link connecting sustainability, inclusion, and institutional

innovation. Methodologically, employing a systematic literature review ensures a rigorous synthesis of

evidence across various disciplines, contexts, and timeframes. Practically, the study offers valuable insights for

educators, policymakers, and higher-education institutions aiming to integrate sustainability and inclusivity

into teaching and community engagement frameworks.

Future research should broaden the scope of service learning beyond traditional disciplinary boundaries by

employing longitudinal and mixed-methods approaches to assess long-term outcomes for both communities

and institutions. Additionally, as higher education increasingly embraces global, technology-enhanced

collaboration, digital and transnational service-learning models warrant greater scholarly attention. In

conclusion, service learning emerges as a transformative pedagogical framework that aligns academic

objectives with societal benefits, nurturing future citizens capable of driving sustainable and inclusive change.

ACKNOWLEDGEMENT

The authors would like to express their sincere gratitude to the Kedah State Research Committee, UiTM Kedah

Branch, for the funding provided under the Tabung Penyelidikan Am. This support was crucial in facilitating

the research and ensuring the successful publication of this article.

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