Parallel Session VI - Ballroom

Research Paper

Session Chair: Mark Anthony Abenir, Ateneo de Manila University, Philippines

The Role of Service Learning and Community Engagement in Advancing Social Justice: An Empirical Study of Wenzhou-Kean University in China [2657]
Agnes Tang, Xiaopeng Yan, Shaoshuang Wen, Ruohan Wang, Mingxuan Zhang, Zhenhao Zhao and Minhyeon Won
Wenzhou-Kean University

Abstract

While a significant body of literature explores the impact of Service-Learning and Community Engagement (SLCE) on promoting social justice and civil society, few studies examine the development of SLCE in the global south and its role in addressing Sustainable Development Goals (SDGs). At Wenzhou-Kean University (WKU), a Sino-American Joint Venture University primarily attended by Chinese students, who often shy away from contentious discussions, many actively participate in internships that, while not explicitly designated as formal community service learning, fulfill such roles. Although service-learning has not been formally established, an informal implementation of the concept has been ongoing for the past three years in the MA TESOL program at WKU, aimed at preparing K-12 English teachers in China. We posit that exposure to voices seldom encountered in local rural communities through participation in informal service-learning activities at WKU can enable students to critically engage in discussions regarding social justice and civil engagement. Drawing on data collected from WKU, this analysis tests our hypothesis that participation in Service-Learning activities is correlated with heightened awareness of social justice issues among WKU students. Our study aims to provide statistical evidence that the use of SLCE in China contributes to addressing SDGs.

Keywords: SLCE, SDGs, picture book reading, social justice, TESOL

Thematic Area(s): 3. Service-Learning in Graduate, Secondary, and Co-curricular Education & 8. Service-Learning Cases: Institutional Model

Applied Service Learning into Co-curricular programs: A case study of Can Tho University, Vietnam [1128]
Thao Nguyen Thi Phuong, Thi Thu Trang Le
Can Tho University 

Abstract

Service Learning (SL), an educational approach that helps learners actualize their theoretical knowledge by community service programs to gain a pragmatic and progressive experience in practical while solving social needs, is a new concept in Viet Nam. Although many institutions have known about SL, have been on the process of redesigning their curricula and integrating SL as part of their practical tasks, or have encouraged learners to practice SL through extra curricula as one of the main roles of learners that are scored each semester as soft skills training and citizen responsibilities, the use of SL in many Vietnamese higher institutions is fragmented, lacking cooperation and continuity due to both objective and subjective reasons in overall, thus not reflecting the true effectiveness of this learning model in practice. Through this article, the authors examine the use of SL in curriculum and extra curriculum programs and its impact to the mindset of lecturers and learners at Can Tho University, Vietnam and propose some solutions to continue applying SL in practice.

Keywords:   service learning in higher education, co-curricula activities, learner outcomes

Thematic Area(s): 3. Service-Learning in Graduate, Secondary, and Co-curricular Education