Service-Learning as an Integral Tool for Incorporating the 2030 Agenda for Sustainable Development in Universities

Abstract

There is consensus in affirming that higher education institutions must participate as active agents in achieving the 2030 Agenda, placing all their missions at the service of society. This requires a transformation of university policies within the framework of their social responsibility, which significantly affects the field of education and asks for a greater commitment to meet social needs. The objective of this research is to prove that service-learning is a model that offers added value to society because of its high educational potential and because it encourages the construction of knowledge based on the collaboration between educational and social agents. The methodology used consisted of a systematic review of both the academic literature contained in reference databases and the projects carried out in European and Latin American universities. As a result, the authors provide evidence that service-learning is a valid methodology for universities to engage in the achievement of all the Sustainable Development goals.