Conference Program

This study draws on the Reference Framework of Competences for Democratic Culture (RFCDC) developed by the Council of Europe, which conceptualises democratic citizenship as a set of values, attitudes, skills, and knowledge necessary for participating effectively in democratic societies. Within this framework, democratic education requires learning environments that enable students to engage critically with social issues, collaborate with others, and reflect on their responsibilities toward communities. In this view, educational approaches that actively engage students in addressing real social challenges – such as Service-Learning (SL) – have been identified as promising pathways for fostering democratic citizenship.

The paper presents the results of a multi-case study analysis examining how university SL practices contribute to the development of democratic competencies, a sense of community responsibility, and awareness of systemic social challenges. The study analyses six SL projects implemented in three higher education institutions in Ukraine: Sumy State University, Ukrainian Catholic University, and Dnipro University.

The selected cases represent diverse disciplinary contexts, including medicine, entrepreneurship and digital business, cultural studies, clinical psychology, electrical engineering, and finance. The projects analysed include the following courses: “Child Mental Health Support” and “Entrepreneurship and Digital Business Communications” (Sumy State University); “Communities of Memory” and “Scientific and Psychoeducational Practice” (Ukrainian Catholic University); and “Energy Management Systems” and “Personal Finances” (Dnipro University). Despite their disciplinary diversity, all projects integrate academic learning with community engagement activities addressing concrete social needs during wartime, while encouraging students’ active participation in community life.

The research adopts a qualitative multi-case study methodology designed to document and analyse innovative SL practices in higher education. Data were collected using a structured case study protocol including teacher interviews, standardized case descriptions, and documentation of pedagogical practices. Each case was analysed using a shared analytical framework focusing on key dimensions such as learning objectives, forms of community engagement, student participation, and perceived educational outcomes. In addition, a rating tool for identifying good practices in SL was applied to assess the pedagogical quality and transformative potential of the initiatives.

The analysis explores how participation in SL projects contributes to the development of competences outlined in the RFCDC, particularly those related to civic-mindedness, responsibility, critical understanding of social issues, cooperation, and engagement with diversity. Particular attention is given to how students interact with community actors, reflect on social problems, and experience collective action as a meaningful form of democratic participation.

By presenting comparative insights across the six case studies, the paper contributes to the debate on the role of SL in fostering democratic competencies in higher education. The findings highlight the potential of SL to create participatory learning environments where students can experience democratic processes in practice, while also identifying key pedagogical challenges and opportunities for integrating democratic education into university curricula.