Engaged global citizens: Global social responsibility through international service learning

• In Event: Highlighted Session: Education mobility to impact community engagement: Comparative studies on design and impact for student and local actors’ learning

Proposal

Introduction and Relevance to CIES Conference Theme and SAIS-SIG
This presentation shows how International Service Learning (ILS) is a critical component to the field of Internationalization of Higher Education (IHE) as it emphasizes principles of cooperation and public good. Critical internationalization theories reimagine IHE strategies to prioritize the public good and to address social justice over competition and market-driven approaches (Stein, 2021). Social justice extends beyond academic boundaries and resides within local, national, and international communities. In that universities' social responsibility has focused on the domestic context, there is a disconnect with university IHE strategies, leading to a neglect of their social dimension (Jones et al., 2021; Thompson et al., 2022). Addressing IHE’s social dimension aligns with the CIES conference theme by promoting global and local development to actively reduce social disadvantages and inequalities.
Theoretical Constructs
One widely accepted objective of IHE is “improving the quality of education and research, and making a meaningful contribution to society” (De Wit et al., 2015, p. 281). Building on this, Brandenburg et al. (2020) introduced the concept of “Internationalization of Higher Education for Society” (IHES), which aims to align University Social Responsibility (USR) with IHE. This research uses IHES to highlight community benefits of the social dimension of IHE.
Literature Review
A common strategy within IHES is International Service Learning (ILS). ILS is a transformative learning option that combines service learning, study abroad, and international education (Chan et al., 2021). ISL engages students in reflective activities that develop critical skills, global awareness, intercultural understanding, and active citizenship (Annette, 2002; Crabtree, 2008). Studies have shown that ISL participants exhibit significant growth in these competencies (Chan et al., 2021; Willis et al., 2019).
Methodology
This qualitative exploratory study is based on a bibliographic and documental review, utilizing partial findings from a systematic literature review on IHES. The review was conducted as part of a doctoral research project. Using a comprehensive pearl growing strategy and Boolean search, I identified articles from SCOPUS, WOS, SciELO, EBSCOHOST, and Google Scholar, published between 2019 and 2023.
Discussion
International Service Learning (ISL) is significant for the field of Comparative & International Education, especially for study abroad and international students, as it offers Higher Education Institutions (HEIs) a means to emphasize the social responsibility of international education. ISL expands community engagement beyond local contexts and reaffirms HEIs' roles as critical agents for social and human development. It contributes to the resolution of social challenges, while balancing the community’s needs with the intended learning outcomes for students (Willis et al., 2019). In essence, it achieves many of the goals of mobility programs.
Conclusion
This proposal discusses the relevance of ISL in developing global and intercultural competencies and bridging the gap between USR and IHE. ISL enhances students' competencies and positions HEIs as pivotal actors in social development.

Author

• Carolina Franco-Arroyave, Carolina Franco. Educación Internacional