Future-Ready through Service-Learning: Building Twenty-First Century Skills in an Undergraduate Setting
Document Type
Conference Proceeding
Publication Date
9-12-2025
Abstract
This mixed-methods study investigated whether service-learning facilitates twenty-first century skills among undergraduate students. It examined how service-learning specifically aids in developing knowledge application, creative problem-solving, critical thinking, collaboration, and self-reflection. Twelve students from Ateneo de Manila University were closely followed up as they participated in service-learning projects in poor urban communities in the Philippines. Responses from the Service-Learning Outcomes Measurement Scale provided quantitative data, whereas the students’ reflective essays offered qualitative insights. The Wilcoxon Signed-Rank Test showed significant improvements in knowledge application (p = .029, rrb = 0.69), creative problem-solving (p = .012, rrb = 0.79), and self-reflection (p = .003, rrb = 1.00). No significant changes were observed in critical thinking (p = .051, rrb = 0.60) or collaborative skills (p = .624, rrb = -0.09). Thematic analysis guided by Kolb's Experiential Learning Theory revealed that navigating the unknown, making sense of reality, conceptualizing solutions, experimenting with ideas, and internalizing experiences contributed to the development of twenty-first century skills. This study recommends incorporating explicit prompts to promote critical thinking, and structured group activities to enhance collaboration. The findings indicate that service-learning promotes twenty-first century skills through concrete experience, reflective observation, abstract conceptualization, and active experimentation. © 2025 Proceedings of the International Multi-Conference on Society, Cybernetics and Informatics, IMSCI.
Recommended Citation
Adarlo, Genejane M. and Petalio, Syra Marie Norin A., (2025). Future-Ready through Service-Learning: Building Twenty-First Century Skills in an Undergraduate Setting. Archīum.ATENEO.
https://archium.ateneo.edu/asmph-pubs/318
