08 Články v časopisoch

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Community engagement as a renewed focus in higher education
(Belianum. Vydavateľstvo Univerzity Mateja Bela v Banskej Bystrici, 2025) Brozmanová Gregorová, Alžbeta; Chovancová, Katarína
The value of education, its essence and its scope, belongs to the spiritual identity of Europe, which for centuries has been linked to the awareness of certain qualities that enabled people to orient themselves in the world and interpret it in a certain way. A truly educated person was understood to be a thoughtful and prudent individual who was well aware of the ambiguities of the world and was accompanied by an unrelenting passion for seeking answers to crucial questions. Our present day differs from this traditional ethos of education primarily in its emphasis on the practical dimension of education and its professional application. Current discussions about education and schools are characterized by the fact that education is largely understood as a tool that should serve practical purposes.
From recipients to co-creators: Rural voices in e-service-learning course design
(Universidad Internacional de la Rioja : Logrono, 2026) Brozmanová Gregorová, Alžbeta; Culcasi, Irene; Mikelic Preradovic, Nives; Paz-Lourido, Berta; Laven, Rolf; Navarro, Joan; Paudel, Flourentine; Heinzová, Zuzana
Introduction: Digital technologies in service-learning enable the development of this pedagogical approach in contexts such as rural areas, giving rise to distinctive community–campus relationships in higher education. Objective: To identify perceptions and considerations regarding the co-creation process in virtual service-learning (e-SL) between universities and rural partners, focusing on their characteristics, interactions, and functioning. Method: Exploratory qualitative research based on an ethnomethodological approach, carried out through semi-structured, in-depth interviews. The purposive sample consisted of 16 participants: 8 university teachers and 8 rural community partners from Italy, Croatia, Spain, Austria, and Slovakia, all with experience in virtual service-learning courses. The interviews explored co-creation dynamics, roles, benefits, challenges, digital contexts, power dynamics, and sustainability, and were analysed using thematic analysis. Results: The initial proposal for the design of e-SL courses involving rural participation often began informally through personal networks and evolved into structured processes based on shared decision-making, joint planning, and needs assessment. Benefits included the empowerment of community voices, the alignment of course content with community needs, the revitalisation of curricula, and enhanced university–community collaboration. Challenges included digital access, time constraints, and communication barriers. Ownership was distributed through shared decision-making, fostering trust and mutual respect. Discussion: The findings emphasise reciprocal relationships, participatory behaviours, and the possibilities afforded by digital platforms. Co-creation in e-SL was regarded as a transformative practice, shifting epistemic authority toward a horizontal, relational, and reciprocal process. The sustainability of the process relies on ongoing commitment, trust, and technological infrastructure, aligning with theoretical models of co-creation and promoting long-term impact in the community. Conclusions: e-SL co-creation enhances relevance and impact, both in learning and in rural development. It has the potential to foster rural engagement, enrich student learning, and align projects with local priorities. Digital platforms facilitate collaboration but may introduce barriers that need to be overcome to ensure sustainability.
International service-learning, volunteering networks, and social justice through the European interuniversity FLY program
(University of Georgia : Atény, 2025) Brozmanová Gregorová, Alžbeta; Culcasi, Irene; Ávila Olías, Milagros; Arbaiza Valero, Aitor
Service-learning (SL) is pivotal for institutionalizing university– community engagement and achieving teaching and learning goals by addressing identified needs (Compare et al., 2023). This goal aligns with the European Commission’s (2017) Agenda for Higher Education, prioritizing community engagement. SL in international collaboration offers advantages: fostering intercultural growth, providing a “glocal” perspective, facilitating knowledge exchange, and promoting innovative SL pathways. This synergy addresses global challenges comprehensively (International Commission on the Futures of Education, 2021). This article introduces the European interuniversity volunteering and service-learning program FLY, coordinated by eight universities. FLY encourages students to experience global realities during summer breaks, fostering critical thinking about power dynamics and inequality. The program emphasizes reciprocity, diversity, and social justice. Our study, examining early impacts on students and community partners, promotes equality and reciprocity between universities, community partners, and students. It analyzes the benefits for participants and community partners in the FLY Program.
Promoting Civic Engagement, Inclusiveness and Quality Education through Central and Southeastern European Network for Service-Learning
(Universitat de Barcelona, 2024) Brozmanová Gregorová, Alžbeta; Malkic, Edina; Butyka, Maria; Zeka, Hatixhe; Bejenaru, Simina
This study provides an in-depth analysis of the specificities of actor networking within the Central and Southeastern European Network for Service-Learning. It presents the context that led to the network's emergence in the region. The paper then delves into the network's main activities, highlighting how its collaborative initiatives have facilitated cross-border knowledge exchange, training programs, the establishment of a Regional Service-Learning Award, and advocacy for policy changes to institutionalise service-learning across Central and Eastern Europe. A dedicated section of the study is focused on evaluating the network's impact on its member organisations and the region's broader advancement of service-learning pedagogy. This includes an examination of the benefits that organisations have experienced by being part of the network, as well as the network's contribution to the growth and sustainability of service-learning initiatives. Finally, the study reflects on the CSEE Network for Service-Learning prospects, exploring strategies and opportunities for further strengthening regional collaboration and highlighting the long-term benefits of networking for promoting service-learning in Central and Eastern Europe.
Secondary school dropout prevention through service-learning: A pilot study
(Elsevier Science Ltd. : Londýn, 2025) Arco-Tirado José, Lius; Fernández-Martín Francisco, D.; Hervás Torres, Mirian; Brozmanová Gregorová, Alžbeta; Heinzová, Zuzana; Subasi Singh, Seyda
This study investigates the impact of a service-learning program on secondary school dropout prevention in four European countries. The methodological design was a cluster randomized trial. The intervention involved a sample of secondary school students (n = 204), implementing an ad hoc intervention model. Regression results in Model 7 with all predictors and controls show a significant effect in the variable experimental group, with all predictors and controls explaining 27.9 % of the variance. Suggestive positive results are present for other variables like country (Austria) and Slovakia (Model 2), global trait emotional intelligence (Model 3), civic responsibility, civic efficacy (Model 4), civic skills (Model 5), and learning mindset (Model 6). Based on these promising results, some recommendations are made to improve the future impact of this type of comprehensive service-learning program.
The impact of service-learning on secondary school students' social and civic competencies, and engagement and motivation in school: perspectives from Europe
(International Association for Research on Service-Learning and Community Engagement : New Orleans, 2024) Brozmanová Gregorová, Alžbeta; Heinzová, Zuzana; Subasi Singh, Seyda; Laven, Rolf; Vamos, Michaela; Arco-Tirado José, Lius; Fernández-Martín, Francisco D.; Gleeson, Tracey; Ryan, Patrick
This study investigated the impact of the service-learning PLACE model on the social and civic competencies, and motivation and engagement in secondary school students. The methodological design was quasi-experimental with a nonequivalent control group. With the data collected from 232 secondary school students from five European countries, the following hypothesis was tested: students who engage in service-learning will have more developed social and civic competencies, higher motivation and engagement in school, and a lower tendency to drop out. Before and after the intervention, the measurement showed statistically significant differences between the groups in several traits and attributes related to social competency measures, social responsibility, personal values, academic perseverance, learning mindset, and overall student engagement and motivation. The results confirmed that service-learning can work effectively on social and civic competencies, to prevent social exclusion risks.

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