HOLISTIC DEVELOPMENT THROUGH SERVICE-LEARNING IN HIGHER EDUCATION: A NARRATIVE REVIEW
DOI:
https://doi.org/10.35631/IJMOE.831075Keywords:
Higher Education, Holistic Development, Narrative Review, Service-Learning, Student DevelopmentAbstract
Service-learning has gained increasing recognition in higher education as a transformative pedagogical approach that integrates academic learning with meaningful community engagement. Beyond enhancing disciplinary knowledge, service-learning is increasingly associated with holistic student development encompassing cognitive, personal, social, civic, and professional dimensions. This narrative review aims to critically synthesize the literature on service-learning in higher education by examining studies published between 2000 and 2025. Drawing on literature identified from the Scopus database, the review highlights that service-learning contributes to holistic development when supported by intentional curriculum integration, meaningful reflection, reciprocal community partnerships, and appropriate institutional support. Nevertheless, variations in theoretical perspectives, assessment approaches, and contextual implementation continue to constrain the development of a unified understanding of its transformative potential. This review contributes theoretically by proposing a more integrated perspective of service-learning as a multidimensional pathway for student development and practically by informing educators, institutions, and policymakers seeking to strengthen experiential learning strategies.
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