The project “Mobilizing university and community resources through SL(M) for the inclusion of migrants/refugees” (2022-1-ES01-KA220-HED-000087650), funded by the European Commission, was designed to address the following question: What can universities do to contribute to the process of social inclusion of migrants and refugees in Europe? To this end, a consortium of universities and social organizations from three European Union countries (Ireland, Italy, and Spain) fostered collaboration between migrants/refugees living in Europe and university students, with the aim of identifying needs, planning actions, and engaging in a reciprocal and innovative educational and social process.

The project employed the Service-Learning (SL) methodology, which promotes the social mission of universities and provides more comprehensive training for students as responsible citizens within a solid democratic framework, through the creation of exchanges in which diversity plays a central role. The impact of this methodology has been demonstrated in students’ perspectives on diversity, as it enables them to challenge individual and social stereotypes, become acquainted with the population they serve, believe in the value of an intercultural society, and develop greater confidence to act in situations involving diversity.

According to UNHCR data (2025), by mid-2025 it was estimated that 117.3 million people worldwide had been forcibly displaced due to persecution, conflict, violence, human rights violations, or events seriously disturbing public order. Among them were 36.4 million refugees and 8.4 million asylum seekers.

SL(M) aimed to contribute to increasing the social and cultural capital of both university students and migrants/refugees through networks of collaboration and social support. In addition, it sought to train students in civic and social competences and to promote their democratic and civic participation by encouraging opportunities for social engagement and intercultural development.

Different approaches (Bringle & Hatcher, 1995; MacLabhrainn & McIlrath, 2007; Puig et al., 2007) present service-learning as an educational initiative capable of generating academic gains through community service closely linked to the curriculum. In other words, students learn while serving the community. Service-learning proposals combine learning content with training oriented towards applying that knowledge in real-life contexts.

According to Naval et al. (2011, p. 88), service-learning constitutes a pedagogical approach aimed at seeking specific ways of involving students in the everyday life of their communities, neighbourhoods, and institutions. It is conceptualized within experiential education and is characterized by: (a) students as active protagonists; (b) responsiveness to a real social need; (c) connection to curricular objectives; (d) the implementation of a service project; and (e) systematic reflection.

In this paper, we describe the different actions developed to achieve the objectives of the project and analyse whether participation in SL(M) experiences—here involving faculty members, students, social organizations, and migrants/refugees—improves university students’ attitudes towards these populations. Attitudes towards migrants not only reflect a society’s disposition towards diversity, but also have a direct impact on social cohesion (Cowling et al., 2019; Gonçalves et al., 2023). Empathy, understanding, and recognition of migrants’ contributions can act as catalysts for the creation of inclusive spaces in which diversity is valued as an enriching asset for society as a whole (Louis et al., 2013; Schweitzer, 2005).

Both quantitative and qualitative instruments were employed. Quantitative data were collected through a questionnaire with Likert-type scales, using pre-test and post-test measures, while qualitative data were gathered through narratives. The questionnaire used is an adaptation of the Questionnaire on Attitudes towards Refugee Families (CAFARA-E), originally developed as part of the UNINTEGRA Project, funded by the European Commission’s Asylum, Migration and Integration Fund (Lorenzo-Moledo et al., 2019). Specifically, this study focuses on two Likert scales designed to measure university students’ attitudes towards the migrant population. The scale assessing statements related to the situation of migrants consists of seven response options, ranging from “strongly disagree” to “strongly agree”. The scale measuring emotional intensity when seeing or thinking about a migrant includes five response options, ranging from “not at all” to “very much”. Data were collected online using the Microsoft Forms platform. The questionnaire was administered both before students became involved in the project activities and after the completion of those activities. A total of 113 students from the University of Galway (Ireland), the University of Verona (Italy), and the University of Santiago de Compostela (Spain) participated in the study.

The results indicate that, following participation in the project, students exhibit generally favourable attitudes towards the migrant population. In relation to their attitudes, students agree that migrants should be granted equal rights and opportunities in host countries. Similarly, they report that the social inclusion of migrants in European society does not weaken local culture, displace native populations in the labour market, nor contribute to higher taxes or the deterioration of social services. However, the findings also reveal certain discrepancies, as participants agree that the values and beliefs of these communities regarding social relationships are not compatible with those of the host country. These general results are complemented by findings related to the emotions experienced by university students when they see or interact with migrants. A positive level of emotional intensity is observed for emotions such as respect, admiration, and sympathy. At the same time, contact with migrants reduces negative emotions such as hatred or anger, as well as feelings of discomfort, insecurity, or distrust. We believe that these results provide a starting point for strengthening effective collaboration between universities and social organizations in order to carry out joint initiatives that bring the challenges faced by migrant communities closer to university campuses. Such initiatives can contribute to shaping university students as agents of social transformation, committed to defending values associated with equality and mutual respect. In conclusion, the study confirms that shared action between universities and social organizations promotes more favourable attitudes towards the realities of migrant communities, who seek more dignified living conditions in Europe for themselves and their families.

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