From civic engagement to service-learning in higher education: Drivers and barriers to the institutionalization of service-learning at the University of Mbujimayi in the Democratic Republic of Congo (DRC)
DOI:
https://doi.org/10.35564/jmbe.2026.0015Keywords:
service-learning, higher education, civic engagement, university social responsibilityAbstract
Service-learning (SL) is a pedagogical methodology aimed at integrating academic learning and social commitment. However, in African contexts, a gap persists between university civic engagement and its curricular integration. This study analyzes this relationship at the University of Mbujimayi (Democratic Republic of Congo), examining the civic engagement of students and professors, their knowledge and experience in SL, and the institutional conditions that influence its implementation. Using a quantitative-descriptive cross-sectional design, 89 student surveys and 30 professor surveys were analyzed. The results show high levels of participation in volunteering and community action, but limited knowledge and low implementation of SL. Furthermore, relevant institutional barriers were identified, especially the lack of organizational support, professor training, and resources. The findings show the coexistence of strong university civic capital with weak curricular integration, suggesting that the institutionalization of service-learning in African contexts requires situated pedagogical models that articulate existing community practices with sustainable academic structures.
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