Service learning (SL) has emerged as a powerful pedagogical tool in higher education, blending academic learning with community engagement. While its theoretical framework often emphasizes mutual benefit, practical implementations frequently replicate societal power imbalances (Mtawa & Fongwa, 2022). This article explores the concept of reciprocity within SL, focusing on the Service-Learning Service project (PID2021-122827OB-I00 EDU) conducted in six Spanish Universities. The project interviewed social partners, but also conducted discussion groups and applied a pre and post scale to students (Rodríguez-Izquierdo & Lorenzo, 2023c).
The study addresses critical questions about reciprocity in service learning: How do participants experience and perceive reciprocal relationships? What do they learn from these interactions? Using a phenomenological approach, the research draws on reflective essays, observation notes, and interviews with participants. Findings reveal that when designed to prioritize mutual learning, SL can blur traditional boundaries between providers and recipients, fostering collaborative relationships where all participants act as agents of social transformation (Asghar & Rowe, 2017; Varlotta, 1997).
Participants reported significant gains in understanding teaching practices, institutional structures, and each other’s perspectives (Rodríguez-Izquierdo, 2023a). Participants gained valuable insights into civic values and educational challenges, while teachers developed a deeper appreciation for the complexities of teaching. However, challenges persisted, including overcoming traditional power dynamics and ensuring sustained interaction.
The article concludes that incorporating explicit reciprocity in SL can prepare participants to navigate diverse contexts effectively. By shifting the focus from serving to learning together, SL can foster egalitarian relationships that challenge societal hierarchies (Rodríguez-Izquierdo, 2023b). The findings contribute to the growing discourse on how SL can promote equity and excellence in higher education institutions, offering practical recommendations for educators and policymakers.

This study employed a phenomenological approach to examine how participants experienced reciprocity in the Service-Learning Service project. AS part of this larger project, we will focus on in-depth interviews with entities participants in SL projects and discussion groups with teachers who promote SL in their teaching. The research aimed to understand the reciprocal nature of their interactions and its implications for implementing quality and critical SL projects in higher education institutions. Participants included 32 entities and social actors and 9 group discussions of teachers. Thematic coding was used to analyze data, focusing on what participants learned about teaching, institutions, and each other. Particular attention was given to instances where reciprocity was evident or lacking. Coding categories were developed inductively, guided by close reading of the data and cross-verified by multiple researchers to ensure reliability. The study also examined challenges to fostering reciprocity, such as traditional power dynamics and limited interaction time. These limitations were addressed by emphasizing collaboration and mutual learning in project design and framing the participants as equal contributors. Although findings are not generalizable due to the small sample size, the study provides valuable insights into how SL can be designed to promote equity and mutual respect. It highlights the importance of sustained engagement and structured opportunities for dialogue to foster reciprocal relationships.

The SL project (PID2021-122827OB-I00 EDU) demonstrates the potential of service learning to foster reciprocity in higher education institutions. By prioritizing mutual learning, the project enabled participants to transcend traditional roles, viewing each other as collaborators (Rodríguez-Izquierdo, 2023a). This approach allowed teachers to gain a nuanced understanding of social projects faced by the entities and the complexities of classroom dynamics, while both types of participants (teachers and entities) developed a deeper appreciation for the challenges of “working together”. Findings highlight three key areas of learning: social practices, institutional structures, and interpersonal relationships. Teachers reported enhanced awareness of cultural contexts and systemic challenges, while entities gained insights into the complexities of higher education structures. The reciprocal nature of these interactions was particularly impactful in challenging preconceived notions and fostering empathy. Despite its successes, the project also revealed challenges, including the persistence of power imbalances and the need for extended engagement to build meaningful relationships (Asghar & Rowe, 2017). Addressing these challenges requires intentional project design that emphasizes collaboration and shared goals. The study underscores the value of reciprocity as a guiding principle in quality SL. By creating spaces where participants engage as equals, SL can prepare students to navigate diverse classroom environments and foster transformative educational practices. Future research should explore scalable strategies for implementing reciprocal SL across diverse contexts.

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