Conference Program

This contribution reflects on Service Learning (SL) as an educational approach capable of fostering democratic competences and critical thinking in schools, in response to the profound social, cultural, and technological transformations affecting contemporary democracies. Drawing on the Deweyan idea of school as an environment of and for democracy (Dewey, 1916), the paper argues that SL represents a pedagogical framework able to integrate meaningful learning, civic participation, and the co-construction of knowledge (Eyler & Giles, 1999; Furco, 1996).

In a context marked by the crisis of democratic practices, the polarization of public discourse, and forms of onlife existence increasingly mediated by digital platforms and artificial intelligence systems (Floridi, 2015, 2025), it has become urgent to develop students’ capacity to critically interrogate information, relationships, collective needs, and decision-making processes. Schools are therefore called upon to support the development of democratic competences and critical thinking skills that enable young people to participate responsibly in public life. This need is consistent with European educational frameworks that recognize the central role of schools in preparing active, responsible, and participatory citizens (Council of Europe, 2018; Sala et al., 2020).

Within this perspective, SL (Furco, 1996; Tapia, 2006; Orlandini et al., 2020) can be understood as a curricular and interdisciplinary approach in which teachers, students, and community stakeholders co-design learning pathways aimed at addressing real social issues. Local authorities, associations, cultural institutions, and third-sector organizations may all be involved in these processes, strengthening the relationship between school and community. The methodological core of SL lies in the integration of participatory inquiry, experiential learning, cooperative work, and structured moments of reflection (Bringle & Hatcher, 1995; Dewey, 1938). Students are engaged in analysing a community problem, defining shared goals, and implementing service actions with a tangible impact.

In this perspective, the “service” component is not conceived as occasional volunteering but as an intentional, curricular, and reflective practice that connects disciplinary knowledge with social responsibility and students’ agency (Mitchell, 2008). Particular attention is therefore devoted to the teaching conditions that enable SL to support student-centred pedagogies. Through these practices, the classroom becomes a deliberative space where students learn to negotiate meanings, make reasoned decisions, and evaluate the consequences of their choices (Westheimer & Kahne, 2004).

Finally, the paper discusses possible assessment criteria and tools consistent with the transformative nature of SL. These include democratic competence rubrics, reflective journals, systematic observations, self- and peer-assessment practices, and evidence of impact on the local context. Previous research highlights positive effects of SL on student engagement, academic achievement, and socio-civic development (Billig, 2000; Celio et al., 2011).

The aim of the contribution is to show that curricular innovation does not simply consist in adopting active methodologies, but in building educational ecologies where learning means participating responsibly in shared civic life. The presentation will also include examples of SL projects implemented in Italian primary and secondary schools, highlighting enabling factors and critical issues, such as time management, the construction of local partnerships, and organizational sustainability, and offering insights into the transferability of this approach to other educational contexts.