Brozmanová Gregorová, AlžbetaHeinzová, ZuzanaSubasi Singh, SeydaLaven, RolfVamos, MichaelaArco-Tirado José, LiusFernández-Martín, Francisco D.Gleeson, TraceyRyan, Patrick2025-11-262025-11-2620242374-9466https://doi.org/10.37333/001c.127553https://repo.umb.sk/handle/123456789/1044In: International Journal of Research on Service-Learning and Community Engagement. New Orleans : International Association for Research on Service-Learning and Community Engagement, 2024. ISSN 2374-9466. Vol. 12, no. 1 (2024), pp. 1-20.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.eninfo:eu-repo/semantics/openAccesssociálne kompetenciesocial competenciesservice-learningobčianske kompetenciecivic competencieszáškolácistredoškolskí študentištudenti stredných škôlžiaci stredných škôlstredoškolskí žiacistredoškolácisecondary school studentsArticle