Rosario Cerrillo

In an era driven by technology and connectivity, where the sphere of learning goes beyond conventional classrooms, virtual service-learning merges the possibilities of technology with the principles of experiential education in a powerful blend. Service-learning (SL) is an educational proposal that has been recognized by UNESCO as an innovative educational tool through which to address the complex challenges of our society. The Sustainable Development Goals provide a framework around which to structure the SL projects and thus develop the skills needed to act on the full range of goals. Embedding digital service-learning means opening a debate on the intricate relationship between technology, education, and societal impact. This study aims to explore the perspectives of students, faculty and community partners on the combination of SL and digital empowerment (DE) under the sustainability education principles. The study adopted a qualitative approach. Data were gathered through two focus groups involving faculty, students and community partners. The focus group participants discussed the opportunities for innovation, the expected impact on them and on society as a whole, their needs, the pre-conditions for making SL and DE successful, and limitations or undesirable outcomes. The results are presented according to the six principles of sustainability education in the university environment, highlighting the transformative potential of combining these principles within SL and DE.