• libraries
• cultural centers in neighbourhoods 

The need was defined by community partners, shaped through dialogue with students (to match their skills and learning goals related to their study).

Community partners act as co-designers who contribute to defining needs, shaping projects and evaluating their outcomes. They are included in project evaluation, structured reflection is part of the course, mutual benefits are clarified from the beginning, ongoing communication is maintained. 

The Service Learning course is part of the master of Information and Communication Sciences of the University of Zagreb. It is an obligatory part of an elective course.

• Analyze theoretical approaches to service-learning and the needs of end users while respecting human dignity and diversity. 
• Distinguish service-learning from volunteering, internships, and community-based research based on defined criteria and social impact. 
• Evaluate methods for planning and implementing a service-learning project by arguing the advantages and limitations of different approaches. 
• Apply collaborative and communication skills in teamwork on a project aimed at developing solutions thematically aligned with the field of study. 
• Plan a service-learning project by structuring objectives, activities, success indicators, and deliverables in accordance with identified community needs. 
• Manage the implementation of a service-learning project by applying appropriate tools for work organization, team coordination, and progress monitoring. 
• Demonstrate responsible and ethical conduct in implementing a service-learning project within the local community. 
• Explain project decisions with well-reasoned arguments in written and oral form by applying principles of critical thinking and academic communication. 

Service activities

• Community needs assessment 
• Meetings/interviews with community partners and beneficiaries 
• Field visits to organizations 
• Observation of different community engagement models 
• Co-design workshop with community partner 
• Joint problem-definition session 
• Educational workshops for community members 
• Development of communication materials 
• Digital solutions for community organizations 
• Direct interaction with community members 
• Implementation respecting dignity, inclusion, and diversity 
• Feedback sessions with community partners 
• Collecting project outputs and community feedback 
• Sharing deliverables with stakeholders

Learning activities

• Brainstorming project ideas using the SCAMPER method 
• Writing a community needs analysis report 
• Writing a SL project plan with objectives, activities, indicators, and deliverables  
• Ethical dilemma discussions 
• Group reflection discussions 
• Reflection journals on power, privilege, and responsibility 
• Curating evidence of learning and service impact by building digital project portfolios 
• Oral presentations 
• Final written SL project report 

Stuents co-design SL projects with community partners to satisfy real community needs and review the project ideas with academic teacher to make sure the learning goals are attained properly. They decide as a team which partner they will collaborate with, which learning goals their project will attain and which community need they will satisfy.

Reflection is central throughout the course. Before, during and after their service activities, students use reflective journals and group discussions to connect their experiences with academic learning and to critically examine issues such as power, privilege, responsibility, human dignity and diversity. Ethical dilemmas encountered in community work are also discussed collectively. Through this process, students are encouraged to move beyond simply asking whether their project “worked” and to consider their own assumptions, their relationship with the community and the broader social implications of their professional knowledge.

Reflection encourages students to connect experience with theory, critically examine their assumptions and evaluate their role in the community. This process is crucial for developing democratic self-awareness and responsible citizenship.

Assessment mirrors the integration of learning and service. Students document their learning and project development through reflective journals, project assignments, presentations, reports and a digital portfolio. Community partners, peers and the teacher all participate in project evaluation.

Assessment methods

• reflective journal (60%)
• group project assignments (40%)

Values

• Valuing human dignity and human rights

Attitudes

• Civic-mindedness
• Respect
• Self-efficacy

Skills

• Analytical and critical thinking skills,
• Cooperation skills

Knowledge and critical understanding

• Knowledge and critical understanding of the self

• Students learn to value human dignity, diversity, and socially responsible action through real interaction with the community (community needs assessment, meetings with community organizations, co-design). 
• The course requires students to work collaboratively with peers and community partners to develop a stronger sense of civic engagement and responsibility toward the community. 
• Through active project work (project proposal development, teamwork and coordination during project implementation, oral presentations of project plans and results, argumentative defense of project decisions) and structured reflection students strengthen communication, cooperation, and critical thinking skills. 
• Through case study discussions, evaluation of project planning methods and preparation of the final project report, students develop critical understanding of social challenges, civic engagement, and the role of universities in the community.

Knowledge and understanding 

• Understand theoretical approaches to service-learning and its role in addressing social challenges. 
• Distinguish service-learning from volunteering, internships, and community-based research. 
• Understand community needs and the social context in which organizations operate. 

Cognitive and analytical skills 

• Identify community needs. 
• Evaluate different approaches to planning and implementing service-learning projects. 
• Apply critical thinking when making and defending project decisions. 

Practical and professional skills 

• Plan and manage a service-learning project by defining objectives, activities, and indicators of success. 
• Apply teamwork, collaboration, and communication skills in a project environment. 
• Use digital tools to document and present project results (e-portfolio, presentations). 

Civic and ethical competencies 

• Demonstrate responsible and ethical engagement with community partners. 
• Develop awareness of social responsibility and civic participation. 
• Reflect critically on personal learning and the societal impact of their work. 

Support for community organizations 

• Development of practical solutions addressing identified community needs. 
• Production of useful materials or outputs (reports, educational materials, digital resources, project plans). 
• Additional human resources and fresh perspectives provided by student teams. 

Capacity building 

• Strengthening collaboration between universities and community organizations. 
• Increased visibility of community issues through student projects and presentations. 
• New ideas and innovative approaches to addressing local challenges. 

Social impact 

• Improved services or resources available to community members. 
• Greater awareness of social issues among students and community stakeholders. 
• Contribution to the development of a more engaged and socially responsible local community. 

• limited time for needs assessment,
• pressure to deliver results during a single semester
• unfinished initiatives when the course ends
• communication gaps
• scheduling difficultie
•  differing institutional cultures
• unequal participation among students and conflicts within teams
• varying levels of motivation or responsibility

• institutional support
• reliable community partnerships
• teacher and student preparation,
• access to digital tools

A teacher beginning such a course might consider the following advice: start with community needs, build partnerships early, keep projects manageable, integrate reflection throughout the course and prepare students for uncertainty.