INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)
ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue X October 2025
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Service-Learning and SDG 17: A Qualitative Analysis of Community
Partnerships at DLSU Laguna
Henry B. Palmones Jr.
Lasallian Mission Office, De La Salle University Laguna
DOI: https://doi.org/10.51244/IJRSI.2025.1210000127
Received: 02 October 2025; Accepted: 14 October 2025; Published: 07 November 2025
ABSTRACT
Service-learning is a teaching method that requires linking community service to academic application to create
a procedural way through which students relate the theoretical aspects of learning in the classroom with actual
applications and to meet the identified specific needs of the local communities while Sustainable Development
Goals 17 (SDG 17) emphasizes partnerships for the cooperation of people and organizations to mobilize
resources, knowledge, skills, and resources to advance sustainable development goals. Both programs have a
common goal: to develop sustainable development for the community. This qualitative research utilized thematic
and content analysis together with qualitative document analysis (QDA) to assess the role of the Senior High
School Service Learning Program (SHSSLP) of De La Salle University Laguna (DLSU Laguna) in promoting
sustainable communities. Documents that were examined include syllabi of courses and guidelines of the
program, descriptions of the projects, partnership agreements, journals of the students, and evaluation forms of
the community partners. These documents provided an overall picture of the SHSSLP on how it approached
engaging with the communities, the collaborative experiences of stakeholders, and the program's alignment with
SDG 17 principles, which entails strengthening partnerships for implementation, innovative technological
support, and resource mobilization. The progress reports and post-implementation evaluations provided
additional information on achieving the program's outcomes and assessing its effectiveness after the
implementation. The results and findings show that the DLSU Laguna’s SHSSLP helps in enabling effective
community engagement, sharing knowledge and mutual learning, promoting effective resolution of
organizational and community challenges, promoting capacity building and resilience in communities, and
supporting the achievement of SDG 17, with its implications that the community partners describe the
organization as an indispensable foundation for fostering service-learning with the DLSU Laguna SHSSLP.
Through service-learning as a component of the academic program, the community partners could access
institutional resources while the students and faculty learned from local perspectives. This qualitative document
analysis of the SHSSLP at DLSU Laguna provides valuable insights into the university's efforts to foster
sustainable community partnerships aligned with SDG 17 - Partnerships for the Goals.
Keywords: Service-Learning; Sustainable Development Goal 17; Community Engagement; Sustainable
Partnerships; Qualitative Document Analysis
INTRODUCTION
“Learning by doing” is John Dewey’s philosophy, where the student learns best. It emphasizes student
engagement and the practical application of concepts like service learning. It is a teaching method that requires
linking community service to academic application to create a procedural way through which students relate the
theoretical aspects of learning in the classroom with actual applications and to meet the identified specific needs
of the local communities (Bringle & Steinberg, 2010). Reflecting on service learning for the UN's priorities of
SDGs, Paul et al. (2023) call for SDG 17, which is aimed at promoting partnerships for achieving all goals
collectively to develop and share environmentally friendly technologies. They also note that SDG 17 emphasizes
partnerships for the cooperation of people and organizations to mobilize resources, knowledge, skills, and
resources to advance sustainable development goals.
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The Senior High School Service Learning Program (SHSLP) of De La Salle University Laguna Campus holds
a promising potential for community service and sustainable development due to its emphasis on developing the
partnership beyond the transaction service mode. It’s a pedagogy that enables students to interact with
communities while they engage in active and real-life learning experiences. It is also a part of DLSU’s vision-
mission, which states it is “a leading learner-centered research university, bridging faith and scholarship in the
service of society, especially the poor and marginalized.”
This study adopted the qualitative document analysis approach to capture the program's impact and
opportunities, to appreciate better collaborative partnerships, knowledge sharing, resource mobilization, and co-
development of sustainable programs tailored to the local community needs. In the current research, specific
program documentation, feedback from the community partners, and students' reflections reveal the depth of the
SHSLP's involvement with the local communities. This approach not only gives a broader view of the program,
the patterns of activity, and overall results but also offers perceptions of students and the community concerning
the program and their experiences in the initiative.
The research has filled a gap in the existing literature in identifying the experience and the effects of the
community partners that engage in service-learning activities. This gap is important, particularly because
previous research has focused mainly on the student's learning accomplishments and excluded the crucial
contributions made by the community partners. Programs based on the theory of active learning integrated with
the theory of service learning show the potential for producing a remarkable impact on society and the education
system. This research will establish how these initiatives help realize the United Nations Sustainable
Development Goal 17 (SDG17), which focuses on partnership for the goals.
According to Chupp and Joseph (2010), service learning in secondary education dramatically contributes to
building active citizenship and pursuing sustainable development goals. Such programs enhance students'
participation in relevant socio-community projects, instilling in them the values and practices of partnership,
involving others in society's developmental projects – and the improvement of society in general. When solving
community projects, students learn practical aspects of various community problems, acquire critical thinking
and problem-solving skills, and become responsible members of society.
Drawing from experiences in the Philippines and the growing awareness of service-learning as an instructional
strategy, service-learning is seen as having the capacity to foster and build mutually beneficial partnerships
between the community and colleges/universities. Such partnerships are based on a shared vision of mutual
collaboration, equal participation, and the focus on purposeful change ventures that meet the common goal of
the communities.
Thus, the observed constant increase of the interest in service learning within the Philippine education system
suggests its capabilities to foster the development of long-term community-university partnerships. These
collaborations stress cooperation, equity, and mutual obligations to support community-driven projects and
improve sustainability development goals and students' active engagement.
METHODOLOGY
Service-learning and United Nations Sustainable Development Goal (SDG) 17 help students understand how to
strengthen and develop the means of implementation for sustainable development. This study used a qualitative
document analysis (QDA) to assess the role of the Senior High School Service Learning Program (SHSLP) of
De La Salle University Laguna (DLSU Laguna) in promoting sustainable communities.
Content and thematic analysis were also utilized to examine syllabi of courses and guidelines of the program,
descriptions of the projects, partnership agreements, journals of the students, and evaluation forms of the
community partners to answer the following research questions:
1. How do documents of SHSSLP’s activities show compliance with the purpose of SDG 17, the goal that focuses
on partnerships?
INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)
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2. What themes come out in the SHSSLP program documentation regarding the nature and outcomes of these
partnerships?
3. In what ways does the partnership agreement encapsulate DLSU Laguna’s commitment to sustainable
development in times of community engagement?
These documents provided an overall picture of the SHSSLP on how it approached engaging with the
communities, the collaborative experiences of stakeholders, and the program's alignment with SDG 17
principles, which entails strengthening partnerships for implementation, innovative technological support, and
resource mobilization. The progress reports and post-implementation evaluations provided additional
information on achieving the program's outcomes and assessing its effectiveness after the implementation.
A systematic coding framework guided the analysis and was based on the following categories: sustainable
partnerships, knowledge exchange, co-creation of community-based projects, and alignment with SDG 17. The
coding logic of emergent patterns and narratives was cross-checked across the data sources and time points,
strengthening the credibility of the findings and including the stakeholders' multiple viewpoints.
The observations derived from the analysis were integrated to understand which of the SHSLP's efforts support
the creation of effective community partnerships for long-term engagement. In particular, the knowledge-
acquisition potential, the establishment of partnerships and mutual work-related cooperation, and the adoption
of common projects relevant to the needs of the target communities were also stressed. The research issues also
responded to concerns and issues in partnership development, which provided action-oriented solutions to
enhance the capacity for sustainability of university-community partnerships.
RESULTS AND FINDINGS
Through the qualitative document analysis, the following themes and issues related to the effect of the Senior
High School Service Learning Program at DLSU Laguna on the establishment of sustainable partnerships with
the community were identified. The findings are presented under the following thematic areas: enabling effective
community engagement, sharing knowledge and mutual learning, promoting effective resolution of
organizational and community challenges, promoting capacity building and resilience in communities, and
supporting the achievement of SDG 17.
1. Enabling Effective Community Engagement
Community Engagement of the Senior High School Service Learning Program (SHSLP) of De La Salle
University Laguna (DLSU Laguna) is one of the processes working collaboratively with and through groups of
people affiliated by community with special interest to address issues affecting the well-being of those people It
is a powerful vehicle for bringing about environmental and behavioral changes that will improve the health of
the community and its members It often involves partnerships and coalitions that help mobilize resources and
influence systems, change relationships among partners, and serve as catalysts for changing policies, programs,
and practices. This systematic approach broadens the scope, shifting the focus from the individual to the
collective, with the implications for inclusiveness to ensure consideration is made of the diversity within any
community. A joint effort towards the planning process and recognition of the other party with mutual
collaboration was emphasized through partnership contracts, where activity organization and delivery
incorporated the university inputs and partners' context-related knowledge. By aligning with the AU goals, local
needs were complimented in a way that enriched student learning (Abenir, 2022).
Training needs related to community responsiveness of skills, trust building, and partnership sustainability are
also required. As demonstrated by community partners, the university was willing to engage their concerns. In
response to a question, one of the partners reflected, “The program values our input and ensures that the projects
meet our actual needs, not preconceived assumptions.”
Documents in the form of student reflection journals also depicted a developed understanding of the importance
of culturing trust-based relationships with stakeholders. One student remarked: “Meaningful change happens
INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)
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through genuine collaboration, where we listen to local leaders and learn alongside them, rather than imposing
solutions.”
Qualitative data from documents and testimonies showed that grantee cooperation reflected in trust building was
conducive to the sustainability of the partnerships. DLSU Laguna enacted feasible sociopolitical partnerships
that are innovative enough to address new challenges as she put the community in focus. As noted in prior
studies, B2B customers progressively channeled to MNP through media influences (Goff et al., 2020; Peterson
et al., 2006).
2. Sharing Knowledge and Reciprocal Learning
This service-learning program of Senior High School (SHSLP) of De La Salle University Laguna (DLSU
Laguna) helps students to share knowledge and learn through collaboration with community partners where
reciprocity has always been attached to service-learning, and it is often noted that service-learning is “premised
on reciprocal learning” as these students have done in this program. They were able to practice what was being
learned inside the classroom, introduce new concepts and tools to the people, and put them into reality. Through
these mutual learning processes, people in the community learn from them and vice versa. Reflection on what
has transpired in the community and developing critical thinking skills among them is necessary, as one student
shared, “Therefore, I discovered the power of cooperating with the community in a way that enriched our
knowledge, values, and different perspectives on problem-solving.”
3. Promoting Effective Resolution of Organizational and Community Challenges
Service-learning provides students with opportunities to develop civic engagement skills. By working with
community members, students can enhance their group, organizational, and interpersonal skills. They also can
gain important experience working with diverse members of their communities. The collaborative design of De
La Salle University Laguna's Senior High School Service Learning Program (SHSLP) (DLSU Laguna) ensured
that initiatives were context-responsive and community-driven.
Program documentation and community partner agreements demonstrated intentional efforts to jointly identify
local needs and priorities (Hollingsworth, 2019). Student reflection journals and partner feedback highlighted
the impact and co-created projects addressing pressing social and environmental issues, including food security,
education access, and environmental sustainability. One community partner stated: “The service learning
projects enabled us to address issues in ways we would not have managed alone, combining our strengths with
the university’s resources.” In this manner, University-Community linkages strengthen. The service-learning
program also ensured the role of DLSU Laguna as a relevant partner for sustainable development by aligning
academic knowledge with the needs of the communities. From this perspective, the approach also improved
stakeholder relations and created the basis for multi-stakeholder cooperation.
4. Promoting Capacity Building and Resilience in Communities
Social skills of society and civic accountability are defined as the energetic involvement of an individual in a
community (Gottlieb & Robinson, 2004). Buss (2004) reiterates that decent character and excellent social skills
should be the primary concern of every educational system. We should produce ethical human beings before our
students become skilled professionals. Therefore, nurturing social skills, building personality, and learning
ethical, moral, and social values are considered the primary purposes of the teaching and learning process and
are also stressed by many educationists like Dewey. The Senior High School Service Learning Program (SHSLP)
of De Lasalle promotes community resilience and capacity building by creating a sense of belonging, improving
social skills, and increasing a sense of responsibility among their students. They were able to adapt to climate
change and develop sustainability in disaster risk reduction. The program demonstrated a strong commitment to
building community partners' institutional capacity and resilience through reciprocal capacity-building
collaborations. These activities gave the community organizations the resources to address these issues, building
their capacity to face the next crisis (Abenir, 2022).
INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)
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5. Supporting the Achievement of SDG 17
The service-learning program of Senior High School (SHSLP) of De La Salle University Laguna (DLSU
Laguna) is one such opportunity to harness the power of education, which can contribute to achieving SDGs by
raising awareness, promoting understanding, and mobilizing action toward sustainable development. In this
regard, education serves both as a goal and a means of fulfilling other aspects of sustainable development, not
only focusing on learning content and outcomes but emphasizing the importance of pedagogy and the overall
learning environment to provide a holistic and transformative educational experience with the community
partnership. Self-evaluation and community-engaged planning in the service learning program created culturally
responsive and equitable institutions (SDG 17.16) of initiatives that are supportive of or responsive to community
activation or capacities for sustainable improvement.
DISCUSSION AND IMPLICATIONS
The service-learning program of DLSU Laguna provides a practical, collaborative, and reflective environment
in which students develop and apply the competencies essential for addressing sustainable development issues.
It immerses students in real-world contexts where they can apply theoretical knowledge to practice, thus
fostering key competencies in a meaningful and impactful way. By addressing real community needs through
service-learning, students develop a sense of responsibility and commitment to sustainable development by
addressing real community needs through service-learning.
The program helps deepen their understanding of course content, appreciate their discipline more broadly, and
enhance their personal values and civic responsibility that shed light on the vital role to play in fostering
sustainable community partnerships and advancing the United Nations Sustainable Development Goals (SDGs),
particularly SDG 17.
The community partners describe the organization as an indispensable foundation for fostering service-learning
with the DLSU Laguna SHSLP. Through service learning as a component of the academic program, the
relationship between universities and communities is enhanced and characterized by cooperation, trust, and
teamwork. This approach practices participatory development, especially the significant involvement of the
community members in the decision-making process, with the local people understanding the challenges, the
generation of solutions, and the giving of knowledge in return (Hildenbrand & Schultz, 2015). A critical aspect
of these partnerships is their emphasis on reciprocity and sustainability. Such results are consistent with Abenir's
(2022) statement that regular cooperation and co-ownership help to establish trust-based interactions. The
community partners could also access institutional resources while the students and faculty learned from the
local perspectives. This approach made a project considerate of the context in which it was being implemented.
It ensured the projects enhanced and solved problems such as lack of regard for education, hunger, and
environmental degradation. Such efforts clearly show the possibilities of multi-stakeholder collaboration in
pursuing the SDGs (Peterson et al., 2006).
From the experience of operating the program in DLSU Laguna, it cannot be denied that it can bring success to
the HEIs due to creating the program and implementing service learning in the academic curriculum. HEIs can
complement curriculum learning and the broader positive change initiatives by creating purposeful community
engagement structures. This way, the local people will own the projects and thus nurture sustainable community
partnerships with the end users. Furthermore, service-learning programs provide students with leadership,
problem-solving, and cultural competencies, which prepare students for challenges facing society in general and
the global world in particular.
From a community development lens, it is drawn that university-community partnerships suggest how
collaborations work on local issues in the era of problem-solving. Institutional support and participation make it
possible to achieve great endeavors, while participatory development involves the stakeholders in developing
the needed programs. Effectively, enduring partnerships serve as long-term relationships, whether with states or
civil society, reducing reliance on short-term calendars.
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Future research could build on these findings by exploring the long-term impacts of service-learning programs
on students and community partners and assessing the sustainability of partnerships and co-created solutions.
Further explorations of the scalability and replicability of the DLSU Laguna model may also assist other
institutions intending to implement similar approaches. However, it is also noted that numerical components, the
analysis of the difficulties, and new approaches to service-learning improvement can also benefit the program.
CONCLUSION
The findings of this qualitative document analysis demonstrate the program's capacity to facilitate equitable,
knowledge-sharing relationships between the university and local community stakeholders, ultimately
contributing to co-creating impactful, sustainable development initiatives (Gerstenblatt & Gilbert, 2014)
(Choudhary & Jesiek, 2016) (Hollingsworth, 2019) (Abenir, 2022). The service-learning program of the Senior
High School of DLSU Laguna provides valuable insights into the university's efforts to foster sustainable
community partnerships aligned with SDG 17 - Partnerships for the Goals. As higher education institutions
continue to play a vital role in driving progress toward the UN Sustainable Development Goals, the DLSU
Laguna service-learning program offers a promising model for other universities seeking to strengthen their
community engagement and collaborative problem-solving efforts. The service-learning program of DSLU
Laguna bridges the gap between classroom learning and community engagement, providing students with
invaluable experiences that prepare them to contribute meaningfully to sustainable development. By fostering
systems thinking, anticipatory, normative, strategic, interpersonal, and intrapersonal competencies, service-
learning empowers students to address community issues, create impactful initiatives, and promote personal and
social transformation. These competencies are essential in effectively attending to sustainable development
issues to bring about meaningful change in society. As such, the service-learning of DSLU Laguna is a powerful
pedagogical approach that aligns education with the aspirations of the SDGs by cultivating a generation of
informed, skilled, and committed individuals ready to lead the way toward a sustainable future.
Nevertheless, as the study is presented to the program evaluation based on the document analysis, it is necessary
to note that the study is limited solely to the analysis of the program documentation and does not address other
factors that might be necessary in evaluating the program. Hence, subsequent collection of data can propose
quantitative and qualitative surveys of students, faculty, staff, and community partners, as well as focus group
discussions concerning their observations and experiences so that a better understanding of how the program has
effectively achieved its goals, addressed issues and challenges, and possible way for its improvements. However,
the findings of this study hope to assist in refining and establishing stronger service-learning programs in other
institutions so they can actively achieve sustainable development goals through meaningful engagement with
the communities.
The qualitative document analysis of the senior high school service learning program at DLSU Laguna has
revealed the program's significant contributions to strengthening sustainable community partnerships in
alignment with SDG 17. They also demonstrate how service learning projects in colleges and universities
effectively shape communities' improvement and enhance their connection with communities. The findings of
this study inform the development and enhancement of service learning initiatives for other educational
institutions to help them increase their effectiveness as agents of change towards the achievement of the United
Nations Sustainable Development Goals as executed through quality community involvement.
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