A service-learning framework to enhance student engagement and social consciousness

The practice of Service-Learning in Malaysian higher education institutions is growing with increasing attention given to perspectives of Service-Learning. The Malaysian education blueprint 2015-2025 for higher education highlighted the importance of Service-Learning as experiential learning in the design of programs to deliver positive learning experiences to tertiary students. This includes all community related modules. A further initiative led by Ministry of Education to address the Shift 1 of the Malaysian Education Blueprint introduces Service-Learning Malaysia - University for Society (or SULAM) with a focus on integrating community needs with academic outcomes. All these pursuits demonstrate a strong emphasis on undergraduate community engagement and the development of a socially conscious society. However, the adaptation of Service-Learning in local private higher education institutions is not as widespread, limiting it from its tremendous potential as a catalyst to meet educational, societal and employment needs. The mounting literature on Service-Learning in the Malaysian context explores the concepts and practice, especially in public universities but limits discussion on how it can influence student engagement and social consciousness effectively in the Service-Learning process. This paper examines Service-Learning as a student engagement tool to enhance undergraduate’s social consciousness in addressing real-world social issues. The research uncovers identifiable critical components to infuse in service-learning courses for more engaged and socially conscious graduates. The research employs a mixed method analysis where the conceptual framework proposed is tested through qualitative and quantitative methods and analyzed in an MPU (Mata Pelajaran Umum) module as a Service-Learning course. In the first phase, a set of critical components were identified as independent variables used in the coding of qualitative data attained via content analysis of 30 projects, capturing students’ specific experiences. To ascertain these critical components prominently from student’s perspective, interviews were conducted with service -learners. The second phase further determines the levels of each critical component and examines the relationship between student engagement and social consciousness, where correlation and regression testing were conducted. The findings of qualitative analysis revealed that all the critical components emerged in the service-learning experience through qualitative statements; awareness, understanding, involvement, action and reflection. Quantitatively, with data collected from 190 service-learners through a questionnaire, the descriptive results reflected varying levels of the critical components for various dimensions of the components. Examining the strength of the relationships between the critical components and students’ engagement, Pearson’s correlation results revealed that all the relationships were positively correlated and significant with differing degrees of strengths. All critical components were also positively correlated and significant to social consciousness with varying degrees of strengths. Additionally, student engagement was positively and moderately correlated to social consciousness while the mediation effects of student engagement on the relationship between each critical components and social consciousness differed. The results of this research indicate the connection between critical components to enhance student engagement and stimulate social consciousness. Implications of these findings elevates the effectiveness of the proposed Service-Learning framework as a catalyst for Service-Learning pedagogy, curriculum development and training programs for community-based programs with some adaptation of SULAM elements to meet current higher educational needs.