Since 2023 the Teaching Learning Centre (TLC) – CIMDU of the University of Palermo (Unipa) has promoted a two-year Service-Learning (SL) pilot program, aimed at degree courses interested in active and student-centered teaching methodologies. Thanks to funding calls for project financing, the TLC-CIMDU of Unipa encourages the adoption of Service-Learning in degree programs as an integrated educational approach that connects theoretical knowledge with practical experience through the direct involvement of students in activities aimed at the community and local territory. This approach allows students to apply the knowledge acquired in the classroom to real-world contexts, fostering a deeper and more critical understanding of disciplinary content while simultaneously developing a sense of social responsibility.

The aim of this paper is to present the results of the pilot program conducted in degree courses whose projects won the call and adopted SL in various disciplinary fields. The data collected highlight a strong motivational participation from students, who feel like protagonists of their own learning, consolidating knowledge and skills in real contexts. Moreover, the associations and partner organizations involved in the projects become full participants in the teaching/learning process, strengthening the connection between the educational institution and the needs of the community.

Participants testified that thanks to Service-Learning, it was possible to develop essential transversal skills for student education: social responsibility, collaboration, empathy, and problem solving. Furthermore, SL stimulated student motivation by making them active agents of their educational plan, enhancing their active role and the experiential dimension of learning.

At the end of the program, students receive an open badge certifying the skills acquired in addition to traditional credits, thus valuing the non-formal educational dimension and recognizing the importance of transversal skills. At the same time, TLC-CIMDU provides specific training for the involved teachers, improving the quality of teaching and fostering the construction of an inclusive and collaborative academic community, where teachers and students co-construct the “know-how.”
Although SL programs are common in many universities, we believe that the Palermo experience can serve as an example of an integrated Service-Learning system, capable of improving university teaching and strengthening the bond between the university and the local territory, thus significantly contributing to innovation and social responsibility themes of the conference.

References:
[1] Albanesi, C. et al. (2023). Il Manifesto della Rete Albanesi delle Università italiane per il Service-Learning (UNiSL). Form@re. Open Journal per la formazione in rete, Vol. 23, N.. 2, pp. 7-12.
[2] Butin, Dan W. (2010) Service-Learning in Theory and Practice: The Future of Community Engagement in Higher Education, Palgrave Macmillan.
[3] Eyler J. & Dwight Giles (1999) Where’s the Learning in Service‑Learning?, Jossey Bass Publisher
[4] Fiorin, I. (ed.) (2015) Oltre l’aula. La proposta pedagogica del Service Learning, Mondadori Università
[5] Mortari, L. (ed.) (2017) Service Learning. Per un apprendimento responsabile, Franco Angeli,

Keywords: Service Learning, Quality in Education, student-centered teaching methodologies.