In an era driven by technology and connectivity, where the sphere of learning goes beyond conventional classrooms, virtual service-learning merges the possibilities of technology with the principles of experiential education in a powerful blend. Service-learning (SL) is an educational proposal that has been recognized by UNESCO as an innovative educational tool through which to address the complex challenges of our society. The Sustainable Development Goals provide a framework around which to structure the SL projects and thus develop the skills needed to act on the full range of goals. Embedding digital service-learning means opening a debate on the intricate relationship between technology, education, and societal impact. This study aims to explore the perspectives of students, faculty and community partners on the combination of SL and digital empowerment (DE) under the sustainability education principles. The study adopted a qualitative approach. Data were gathered through two focus groups involving faculty, students and community partners. The focus group participants discussed the opportunities for innovation, the expected impact on them and on society as a whole, their needs, the pre-conditions for making SL and DE successful, and limitations or undesirable outcomes. The results are presented according to the six principles of sustainability education in the university environment, highlighting the transformative potential of combining these principles within SL and DE.

The study presents a systematic literature review on Service-Learning (SL) and soft skills in higher education. The findings are presented according to three macro-areas: the first explores the reasons for universities to support SL in the development of students’ soft skills by analysing the theoretical frameworks and definitions used; the second area investigates the SL contexts and application models, the impact scale, the quality standards and the main challenges for the actors involved; finally, the third area explores the current state of the art of the research reporting on the methods and procedures as well as any findings and relevant challenges. This study provides insights on how SL reduces the gap between significant dichotomies in higher education. Service-Learning e soft skills nell’istruzione superiore: una revisione sistematica della letteratura. Lo studio presenta una revisione sistematica della letteratura su Service-Learning (SL) e soft skills nell’istruzione superiore. I risultati vengono presentati in relazione a tre macro-aree: la prima esplora le ragioni che spingono le università a sostenere il SL per promuovere lo sviluppo delle soft skills negli studenti universitari, analizzando i quadri teorici e le definizioni fornite; la seconda area analizza i contesti e i modelli di applicazione del SL, la scala di impatto, gli standard di qualità e le principali sfide per gli attori coinvolti; infine, la terza area esplora lo stato dell’arte della ricerca su SL e soft skills, riportando metodi e strumenti utilizzati, gli esiti e le sfide più rilevanti. Lo studio permette di evidenziare in che modo il SL riduce il divario tra importanti dicotomie nell’istruzione superiore.

El presente estudio tenía como objetivo explorar la eficacia del Aprendizaje-Servicio 100% online (APSv), implementado durante la pandemia COVID-19 en una muestra de estudiantes universitarios italianos. Los objetivos fueron: comprender, según la perspectiva de los y las estudiantes, ventajas y desventajas de hacer APSv (9 proyectos en total) y el valor atribuido a la experiencia; investigar la eficacia de APSv en el desarrollo de las competencias transversales de los y las estudiantes y el aumento de su percepción de la importancia de estas competencias en su futura actividad laboral. El estudio mostró que los y las estudiantes perciben dificultades relacionadas con: la complejidad del trabajo a distancia, la falta de contacto humano, la comprensión del impacto del proyecto, la descontextualización del servicio, y la falta de competencias digitales. Sin embargo, reconocieron que la esfera digital ofrece nuevas oportunidades para gestionar el trabajo, impactos potencialmente más amplios y nuevos enfoques para el diseño digital. Por último, los resultados proporcionaron información sobre los beneficios del APS 100% online para el desarrollo de competencias transversales (comunicación, habilidades analíticas, habilidades de procesamiento de información y datos digitales, y resolución de problemas digitales). El estudio aporta indicaciones para la práctica docente y la investigación futura.

(1) Background: In today’s digital society, challenges like cyberbullying, harmful social media use, and unhealthy digital habits demand innovative and inclusive educational responses. This study investigates the potential of service-learning (SL) and electronic service-learning (e-SL) as experiential approaches to enhance digital well-being among youth. By actively engaging students, educators, and community stakeholders in co-designed projects, SL/e-SL promotes critical awareness, digital citizenship, and prosocial values while addressing digital risks. (2) Methods: This review offers a literature-based analysis of existing programs and good practices that apply experiential education to encourage responsible digital engagement. It explores SL and e-SL experiences across various educational settings. (3) Results: The findings show that SL and e-SL can be effective educational tools, creating meaningful opportunities for youth to participate in tackling digital issues and building inclusive spaces where students, faculty, and communities collaborate to foster digital literacy and well-being. The analysis also led to the development of quality standards for SL and e-SL practices that promote digital well-being. (4) Conclusions: This study highlights key implications for teaching, underscoring the value of integrative pedagogies that connect experiential learning to digital challenges, promoting a more inclusive and responsible digital culture.

As e-Service-Learning emerges as a promising tool to foster collaboration and solidarity in Higher Education, there's a pressing need to delve deeper into the factors underlying its efficacy. This paper presents a comprehensive framework of e-Service-Learning design principles and subjects it to empirical validation. Derived from a systematic literature review, the framework's structure was further consolidated through co-design sessions and validated through focus groups involving students, higher education professionals and community partners. Insights from these experts not only reinforce but also refine the initial framework, setting the groundwork for future e-Service-Learning endeavors in higher education. An analysis of the collated data culminated in a framework characterized by four distinct structural elements: three foundational pillars, four sets of design principles, three overarching goals, and a pivotal role of technology as an enhancer of learning. Both the pillars and the design principles are elaborated upon in detail. This study's outcomes hold potential to shape pedagogical strategies in higher education, ultimately driving a more empathetic and contextually relevant approach to learning.