From Practice to Reflection: A Service-Learning Experience as the Foundation for an Institutional Research Initiative

Abstract

This article analyzes the process of initiating the institutionalization of Service-Learning in the education of environmental engineers. The proposal emerged from the implementation of three interdisciplinary research projects developed in collaboration with a civil society organization, which enabled the identification of concrete opportunities to integrate Service-Learning as a cross-cutting pedagogical strategy. Based on this situated experience, several lines of action were outlined, including curriculum analysis, characterization of the educational community, survey of institutional practices, strengthening of collaborative networks, mapping of local organizations, and the design of an institutional diagnostic tool. The article reflects on the tensions between traditional structures of science and engineering programs and the implementation of pedagogical approaches grounded in social engagement. It concludes that Service-Learning represents a legitimate and powerful educational pathway for articulating academic excellence with social responsibility in higher education, provided that institutional conditions are fostered to support its gradual integration into study plans, organizational culture, and community engagement.