Dmitry Zemtsov, Vice-Rector of the National Research University Higher School of Economics, believes that service learning practices have existed in Russia for a considerable period of time. However, never before have they been collectively consolidated into a coherent concept. Examples include legal clinics, medical student volunteering, and more. In recent years, experts have increasingly debated the applicability of metaphors like “ivory tower” or “human resources factory” to contemporary universities. Today’s universities are expected not only to address educational and scientific challenges, but also to participate actively and responsibly in social life. In this context, service learning empowers students to translate the acquired knowledge into action, utilizing their professional competencies for societal welfare.
“A consensus has emerged in the global research community that service learning is an effective technology both for nurturing professionals and cultivating civic responsibility and societal concern within students. Thus, today it is not enough for universities to only provide quality education to young people. The modern higher education landscape demands a comprehensive approach that shapes individual identities with a well-defined value system, ethical compass, and moral principles of young professionals,” emphasizes Dmitry Zemtsov.
Presently, higher education is plagued with a structural discrepancy that can be seen from research: a substantial three-quarters of students voice the scarcity of practical application amidst an abundance of theoretical learning in universities, observes Artem Metelev.
“The economy’s momentum outpaces the educational sector’s stride. The methodology of service learning, on the one hand, bridges the gap between reality and academia, interlinking the two realms, and, on the other hand, harnesses students’ vigor and creativity, channeling them towards addressing social dilemmas. What is notable about this practice is that it transcends mere instruction in assisting people; it cultivates students’ professional competencies with a focus on tackling specific societal challenges – the very issues that will define their journey forward, cementing their role as sought-after professionals and engaged citizens,” asserts the expert.
Since 2018, AVC has been collaborating with universities on programs fostering volunteerism within the educational framework, thereby incorporating the pivotal tenets of service learning. In accordance with the Service Learning guidebook, published by AVC in 2020, the pedagogical approach to this form of training entails:[59]
1) Active involvement of every participant in the conceptualization, execution, and assessment of social initiatives;
2) Forging links between actual life experiences and an adaptable, open learning framework;
3) Transforming the educator’s role into that of a mentor and critic, fostering a dynamic perspective;
4) Establishing an educational environment that facilitates access to information technology. This approach attains maximum efficacy through integration:
• in a flexible format into various phases of education, starting from the freshman year. Its implementation ranges from individual disciplines dedicated to devising and executing community projects, all the way to realizing graduation projects in tandem with specific social partners;
• in the format of internships, practical courses, and elective subjects, enabling students to immerse themselves in resolving issues of social significance throughout their academic journey.
In 2022, AVC also introduced a practical manual aimed at embedding the methodology within universities. This resource provides insights into integrating service learning into the educational process and integrating the practice into the Dobro. Centers program, an instrumental player in this model, uniting universities and the local community. Moreover, the “Service Learning” educational course was unveiled on the Dobro.University platform, drawing participation from nearly 2,000 people. In 2023, the prestigious #WEARETOGETHER International Awards introduced a dedicated Service Learning category along with a special accolade recognizing Mentoring of the Year.
Dmitry Zemtsov, Vice-Rector of the National Research University Higher School of Economics, asserts that the Russian education system offers versatile avenues for assimilating the practices of service learning into the educational landscape. Universities can make the execution of social projects by students an integral part of the curricular work, incorporate elective modules aimed at resolving societal predicaments, and integrate relevant educational subjects into their curricula.
Furthermore, universities can corroborate a student’s engagement in socially impactful projects during their tenure through a verified diploma supplement or resume. Another compelling option involves forging alliances between universities and socially-oriented organizations, thus driving students to directly participate in projects and initiatives. “For instance, at the Higher School of Economics, students can partake in the Rediscovering Russia expedition, immersing themselves in regional challenges. They can prepare term papers and graduate theses focused on societal issues, eventually receiving a diploma supplement highlighting their contribution to socially meaningful endeavors,” underscores Zemtsov.
As highlighted earlier, the core essence of service learning revolves around the symbiotic relationship between universities and non-profit organizations (NGOs).
In today’s world, the youth demographic stands as a wellspring of myriad social initiatives, since the younger generation has a desire to effect positive change is wholeheartedly inclined to actively partake in the dynamics of society, Artem Metelev believes.
At this moment, the pivotal juncture for meaningful collaboration between universities and non-profit entities should not be overlooked, underscores Elena Isaeva. This is because higher education institutions embody the final bastion where an individual’s core values can be shaped. As such, it would be shortsighted to merely impart professional competencies to students, neglecting the cultivation of patriotism, civic responsibility, and broader philosophical perspectives.
“NGO leaders, being the most active proponents of the right cause, wield the potential to profoundly influence the development of civic character on an emotional level,” affirms Isaeva. “No one can resonate with the depths of the human soul quite like an NGO leader who herself is a mother to a differently-abled child. Her motivations transcend mere remuneration; her commitment arises from an unshakeable conviction that a different path in life is inconceivable, and she dedicates herself to alleviating the challenges faced by her child and those akin to him or her. Consequently, the integration of authentic, environment-born projects into the educational process is of paramount significance, as opposed to relying on contrived academic constructs.”
“We are currently at the stage of fostering a partnership culture between NGOs and universities. The data from the Presidential Grants Fund substantiates a burgeoning landscape where thousands of projects feature universities collaborating with NGOs,” remarks Artem Shadrin, Director of the Institute of Socio-Economic Design at the National Research University Higher School of Economics.
The scope of collaboration between universities and NGOs is extensive, spanning:
• The inclusion of nonprofits in the development and execution of educational programs: teaching, internships, practical experiences, and the establishment of collaborative structural units resembling foundational departments;
• The implementation of joint volunteer initiatives, involving not just students but also university staff;
• The orchestration of analytical research and the assessment of socio-economic outcomes for NGOs by universities;
• Collaboration