Service learning is an educational strategy that blends classroom learning with community service. In this approach, students engage in activities that meet community needs while enhancing their academic understanding, skills, and civic awareness. Service learning promotes active citizenship and encourages students to become more engaged and responsible members of society. It is an experiential approach to education that is premised on ‘reciprocal learning’ (Sigmond, 1979) and can be used to reduce the gap between academic learning and society. Today, the term service-learning refers to a wide list of experiential education endeavors, ranging from volunteer and community service projects to cultural and environment protection actions. In PULLSE we include education in the form of service-based learning because it is considered to be a rich, innovative, pedagogical approach for effective teaching that aims for unique goals such as gaining practical knowledge and skills but, but also empathy, teamwork, and a deeper understanding of social issues.

Below, we provide a set of principles designed to assist teachers in developing and implementing Service Based Learning projects and activities. These principles are in part defined and adapted for the PULLSE project on the basis of the study “Dimensions of students participation” by Ben Smit (Smit, 2023).

Cultural discursive principles

1. Centrality

Service Based Learning has students’ participation as a central component

2. Consistency

Service Based Learning is about content that is part of the curriculum and develops knowledge that is related to the school curriculum.

Material economic principles

3. Practicality

Service Based Learning has to take into account all the practical aspects, including the possible and not excessive use of time and resources of teachers, schools and students. Lessons have to be feasible and practical in terms of time and resources, money and alignment with teachers’ practices.

4. Choice

As a consequence of the participatory approach, the students have to be directly involved in SBL activities. Students are responsible for contents and majority of steps in the process.

Social-political principles

5. Recognition

Service Based Learning projects must have an impact in the Community and local stakeholders. In order to do this the project must involve societal groups, organizations and authorities.

6. Solidarity

Awareness of shared interest and a group responsibility in realizing the SBL activities. The impact is to address community issues which should be considered relevant by teachers, students and the community.

7. Safety

In SBL activities there is an atmosphere and feeling of mutual trust. All, but in particular the students, should be open to express opinions and to give contributions. Every opinion is accepted and debated, criticized but not considered negative and improper.

8. Equality

Students should be aware of different roles and positions in the project and in the community, the expression of powers should be not considered as a negative imposition of ideas and opinions.

9. Contingency

The project’s outcomes and actions’ effects should be carefully considered for their impact on the community and the people directly involved

10. Proximity

The personal involvement of both students and teachers should be recognized, considering its impact on situations that resonate emotionally and practically with the students.