Aprendizaje-servicio como práctica pedagógica para el formento de competencias genéricas

Service-Learning is a pedagogical practice that generates truly meaningful learning in students and develops generic competencies, particularly social responsibility. However, its implementation in higher education institutions has not yet been sufficiently widespread, despite the multiple benefits it offers to students, faculty, community partners, and the university, as it allows for connection with the environment. The purpose of this research is to uncover Service-Learning as a pedagogical practice for promoting generic competencies, particularly social responsibility, in undergraduate nursing students and its connection to sustainability values. The topic is approached from a mixed methodological perspective, integrating qualitative and quantitative procedures. To obtain this information, a systematic review was conducted, along with an interview with Nursing faculty members at the Autonomous University of Chile. The Inventory of Socially Responsible Behaviors was administered to students at private universities studying for a Nursing degree. Qualitative data were analyzed using content analysis, and quantitative data were analyzed using descriptive and inferential statistical procedures. The results show that Service-Learning is a transformative methodology that fosters the development of social responsibility and should be institutionalized because it allows universities to fulfill their mission of contributing to society through engagement with the community.