Joining networked society: integrating Academic Service-Learning into formal school

ABSTRACT

The gap between students’ formal, school-based learning and informal, social learning has been widely acknowledged. To overcome this gap, academic service-learning (AS-L) pedagogy involves deliberate efforts to interconnect formal and informal learning by enhancing students’ transitions across multiple authentic settings and fostering their participation in various social roles. The aim of this study was to examine how AS-L is practiced among Finnish primary and secondary schools, what kind of stakeholder networks are involved, what the experienced outcomes are, and which factors enable the AS-L pedagogy to be embedded into the Finnish formal school context. The data consisted of semi-structured educator interviews describing nine cases of implementing AS-L practices in diverse Finnish school settings. Empirically driven, thematic data-analysis generated an overall description of the AS-L pedagogies examined. The findings confirm that AS-L pedagogy fulfiled the curricular aims, assisted in meeting the learning objectives and affirmed the fundamental role of external stakeholders in AS-L pedagogy. However, results also revealed challenges related to schools’ operational infrastructures, lesson frameworks, and teacher collaboration hindering the interdisciplinary implementation of AS-L pedagogy, preventing synergies with subject-specific learning contents, and limiting stakeholder networks. Innovative teacher activity, in turn, was identified as a success factor in applying AS-L pedagogy. The results indicate that interconnecting formal and informal learning requires schools’ systemic change, and furthermore, legitimising teacher’s transformative efforts fosters development and implementation of novel pedagogical practices.

KEYWORDS:

• Academic Service-Learning
• civic engagement
• connected learning
• learning ecologies
• systemic educational change
• interdisciplinary learning

Disclosure statement

No potential conflict of interest was reported by the author(s).

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Additional information

Funding

This work was supported by The Emil Aaltonen Foundation.