The importance of skilled and competent change agents to tackle the multiple challenges of unsustainable development is undisputable. Based on the UNESCO (2020) definition of Education for Sustainable Development (ESD) – empowering people with knowledge, skills, values, attitudes, and behaviors to live sustainably – learning formats must be pedagogically designed in an appropriate and effective way. The goal is not only to impart knowledge but also to develop competencies as holistically as possible. The quickly changing current state of the art of sustainability sciences must be addressed in higher education in a way that students can integrate knowledge into their thought patterns and decisions and drive forward a socio-ecological transformation as sustainability citizens (Schank & Lorch, 2018). Service Learning (SL) has proven to be a suitable method in higher education (Conway et al., 2009), particularly for ESD (Martín-Sánchez et al., 2022; Rieckmann et al., 2024). SL is rooted in transformative learning principles (Singer-Brodowski, 2023; Slavich & Zimbardo, 2012) and offers students unique learning opportunities that allow active and collaborative learning. Defined as “a wide array of experiential education endeavors, from volunteer and community service projects to field studies and internships” (Furco, 1996, p. 1), SL promotes learning through social engagement (Backhaus-Maul & Jahr, 2021). It enables students to apply scientific knowledge in hands-on projects, bridging theory and practice.

As part of the project 'Service Learning and Sustainable Transformation at Universities' (Senatra), which involves five universities and a student sustainability network, we are investigating the success factors for SL and the potential tensions in the bidirectional knowledge transfer between academic teaching and practical projects. Science, industry, and politics operate under distinct logics: universities focus on theoretical and empirical knowledge, seeking “truth”, businesses prioritize profits, and political actors seek power. However, addressing societal challenges such as climate change requires bridging gaps between these different systems. Knowledge transfer is not linear but reciprocal, necessitating sensitivity to these contrasting perspectives (Rosa et al., 2018). Universities must integrate diverse viewpoints while maintaining their core mission: independent, critical research that is not prescribed by external interests. Higher education is preparing students for careers in research or practice, and in SL formats, it is vital to acknowledge these complexities so students and educators can critically reflect on the tensions between academic, scientific, and societal expectations.

The RIU (Research – Integration – Utilization) model Böcher & Krott, 2014 provides a framework for scientific knowledge transfer. Developed through transdisciplinary sustainability research, it has been tested in numerous case studies (Kirchner & Krott, 2020). The model consists of three interconnected activities: Research, adhering to disciplinary standards; Utilization, ensuring societal applicability; and Integration, aligning research with practical challenges. Integration is bidirectional, identifying societal needs to guide research while assessing findings for practical relevance. This approach facilitates meaningful knowledge exchange between academia and society. Integration can be viewed as an independent task with additional requirements beyond university research and teaching, such as practical relevance, target-group-oriented learning formats, and engagement with key stakeholders. This integration takes place in "integration forums" (Kirchner & Krott, 2020), existing or newly created spaces where academia and practice interact, exchanging information and selecting relevant knowledge. We argue that SL formats in higher education represent such integration forums, enabling structured dialogue and collaboration, and thus should be integrated as essential components of higher education curricula in ESD.

Our leading research question is: What conditions successful Service Learning and how can practical knowledge be critically reflected upon in the context of scientific goals and the state of the art, and successfully integrated into the science-based learning process?

This study investigates success factors of SL and bidirectional knowledge transfer in SL formats and their alignment with the RIU framework. The first research step was to identify key moments of knowledge transfer during an SL course and categorize them into integration forums. To facilitate this, we further developed the RIU model into the RIUSL (RIU for Service Learning) model (Hilf & Böcher, 2024). This model is designed to support SL facilitators in structuring their curricula and fostering transparent discussions about knowledge discrepancies with students and external partners throughout the project phase. The aim is to openly address potential deviations in the expected outcomes of student projects. Our findings are based on empirical findings from an exploratory qualitative research study, utilizing focus group discussions with SL students, semi-structured interviews with SL-students and practical partners, and a systematic analysis of a teacher journal to continuously refine curricula and methodological approaches. Journal entries were documented weekly, capturing observations, challenges, and reflections on knowledge transfer processes. By the end of the summer semester of 2025, we will have implemented five interdisciplinary SL courses under the theme “transformation processes for sustainability,” involving approximately 100–120 students working on 20–25 different projects in collaboration with more than 15 external partners. Each semester, we conduct part of the research: all students participate in focus group discussions (each lasting approximately 60 minutes) at the end of the semester. Additionally, we randomly select 3–5 students per semester, ensuring representation of diverse project themes, for in-depth interviews. Eight practical partners were chosen based on their relevance to sustainability transformation and their active engagement in SL-projects. Data confidentiality and anonymity were strictly maintained throughout the research process. Data analysis followed thematic analysis principles based on Kuckartz’s systematic guidelines (2024). Categories were initially developed deductively based on theoretical models. During the analysis, they were inductively supplemented and subsequently integrated, partly into themes corresponding to the three stages of the RIU framework. To enhance reliability, two researchers independently coded a subset of the data, resolving discrepancies through discussion. Data triangulation was achieved by cross-referencing themes from focus group discussions, interviews, and teacher journal entries. Emerging patterns were iteratively refined to strengthen the validity of the RIUSL model. Ultimately, success factors for SL could be identified and the RIU model was further developed into the RIUSL model, exemplifying knowledge transfer processes and integrating them into the stages of Research – Integration – Utilization.

ESD in higher education serves as a catalyst for innovation and as a bridge between science and practice, equipping young people to become competent decision-makers and professionals. Service Learning empowers students to critically engage with real-world sustainability challenges, fostering skills essential for socio-ecological transformation. This study identified key factors for designing effective SL formats and outlined actionable steps for course designers to facilitate reflective and impactful knowledge transfer. Core success factors include designing meaningful and applicable projects, addressing the inherent tension between scientific and practical logics in teaching, and fostering mutual exchange among students, educators, and practice partners. Effective SL projects must align with academic objectives while also meeting the needs and expectations of external partners. SL functions as multiple integration forums where diverse perspectives converge to co-develop solutions for sustainability challenges. The RIUSL model provides a structured approach to this process, positioning students at the intersection of academic research and practical application. Teachers and practice partners can co-design project tasks that balance scientific rigor with societal relevance while allowing room for student-driven adaptations. To support students in navigating these bidirectional processes, pedagogical strategies such as transformative learning are essential during the theoretical part of the course to form the basis for the projects. These approaches encourage students to critically reflect on their experiences, enhance collaborative and communicative skills, and engage with the complexities of sustainability challenges. Incorporating seminar content tailored to the practice partner’s field ensures that students acquire the professional knowledge necessary for effective project execution. To extend the impact of our findings, we will develop accessible resources, including practical guides, online toolkits, and webinars. Through workshops, pilot programs, and peer learning networks, we aim to collaborate with institutions and educators to adapt and implement these success factors across diverse educational contexts.

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