Institutional Analysis of the University of Seville through Service-Learning

Abstract

Introduction: Service-Learning (SL) has become established as an innovative pedagogical methodology that combines academic learning processes with community service and social engagement, thereby contributing to the holistic education of students. Despite its expansion within the Spanish university context, the degree of institutionalisation of SL varies considerably across institutions. At the University of Seville in particular, SL initiatives appear fragmented and poorly systematised, which hinders their visibility. This study aims to conduct an institutional diagnosis of SL at the University of Seville by identifying existing experiences, areas of development, gaps, sectors with low representation, and opportunities for improvement, and by proposing recommendations to enhance the visibility, coordination, and promotion of new SL initiatives. Method: The study adopts a qualitative and interpretative approach, combining documentary and institutional analysis. A systematic review of public sources from the University of Seville was conducted, including websites, annual reports, course syllabi, innovation funding calls, collaboration agreements, and documentation from vice-rectorates. Results: The findings reveal an uneven presence of SL, concentrated mainly in the fields of Social and Legal Sciences and Health Sciences, with limited formal curricular integration and a strong reliance on individual initiatives or specific funding calls. No explicit institutional policies or stable monitoring and evaluation systems were identified. Discussion: It is concluded that SL at the University of Seville is at an early stage of institutionalisation, characterised by substantial inequalities between faculties and the absence of shared mechanisms for dissemination. The need for institutional strategies to support recognition, curricular integration, staff training, and sustainability is emphasised. In this regard, the creation of an institutional system for the registration and visibility of SL experiences is proposed to enable systematic monitoring, evaluation, and dissemination, thereby strengthening their academic and social recognition.