Publications

Guarino, A., Albanesi, C., Zani, B., & Compare, C. (2019). Quality of participation in Service-Learning projects. Psicologia di Comunità DOI: 10.3280/PSC2019-001007

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Zani, B., Guarino, A. (2019). Promoting civic engagement through service learning at the University of Bologna in Aramburuzabala, P., McIlrath, H., & Opazo, H. (2019). Embedding Service-Learning in European Higher Education. London, UK: Routledge.

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Compare, C., & Albanesi, C. (2022). Stand Together by Staying Apart: Extreme Online Service-Learning during the Pandemic. International Journal of Environmental Research and Public Health, 19(5), 2749.

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Compare, C., Pieri, C. Albanesi C. (2022) Community–University Partnership in Service-Learning: Voicing the Community Side. Journal of Higher Education Outreach and Engagement. Volume 26, Number 2, p. 1

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Compare, C., & Albanesi, C. (2022) Belief, Attitude, and Critical Understanding. A Systematic Review of Social Justice in Service-Learning Experiences. Journal of Community and Applied Social Psychology

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Guarino, A., Barbieri, I., Compare,C., Albanesi,C (2022) Facilitating assets-based development in rural communities through service-learning, Community Development Journal,

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Compare, C., & Albanesi, C. (2023) Belief, Attitude, and Critical Understanding. A Systematic Review of Social Justice in Service-Learning Experiences. Journal of Community and Applied Social Psychology

This systematic review examined the role of Service-Learning experiences promoted by higher education institutions to strengthen the achievement of social justice outcomes among youth. We screened and coded studies following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). Of the 555 articles found in the database search, 47 peer-reviewed studies were included in the final sample. Social justice construct, together with research location, participants, target community and outcomes, were coded. Results show effects of Service-Learning experiences on (a) fostering significant improvement of students' social justice beliefs, (b) stimulating significant changes in students' attitudes with respect to the development of altruistic behaviours and their commitment to social justice, and (c) increasing students' critical understanding by sparking questioning processes related to personal assumptions of inequalities. This systematic review provides insights into the strengths and challenges of implementing social justice-oriented Service-Learning experiences.

Albanesi, C., & Compare, C. (2023). Integrating Academic Learning: Promoting Civic Engagement, Responsibility, and Social Justice through Service-Learning. Form@re - Open Journal Per La Formazione in Rete

Service-learning (SL) enables educational institutions to offer students meaningful community-based learning experiences, fostering the acquisition of civic and citizenship competencies. While the potential impact of SL on students’ learning is acknowledged, previous studies frequently adopted qualitative methodologies and lacked systematic approaches. This study aimed to investigate the impact of SL on students' civic and citizenship competencies using a longitudinal mixed-method approach. 33 participants completed pre- and post-course questionnaires assessing sense of community responsibility, civic engagement, and social justice orientation. Students also provided qualitative reflections on their learnings concerning these constructs. Although measured constructs did not exhibit significant variations, students recognised an increased awareness of their ability to contribute to the community and promote social justice. This finding emphasises the role of SL in fostering civic engagement and active citizenship.

Compare, C., & Albanesi, C. (2023). Exploring the Effects of Semester-Long Service-Learning: A Study on Psychosocial Variables and Quality of Participation Experiences. Journal of Experiential Education

his study aimed to assess the impact on students in participating in voluntary semester-long service-learning labs and courses in comparison to traditional labs and courses. Methodology/Approach: A quantitative online survey was administered to 110 students at the beginning and end of the lectures, investigating four psychosocial variables of citizenship: social justice attitude, cognitive empowerment, sense of community responsibility, and civic engagement. The post-survey also collected data on the participants’ quality of participation experiences. Findings/Conclusions: Analyses performed on data revealed no statistically significant group differences over time in all examined variables, except for the quality of participation experiences, where service-learning students scored significantly higher than other students.