Global Service-Learning: A Systematic Review of Principles and Practices

Jason K. Hawes, Rebecca Johnson, Lindsey Payne, Christian Ley, Caitlin A. Grady, Jennifer Domenech, Carly D. Evich, Andrew Kanach, Allison Koeppen, Kirsten Roe, Audrey Caprio, Jessica Puente Castro, Paige LeMaster, Ernest R. Blatchley

Research output: Contribution to journalReview articlepeer-review

6 Scopus citations


Global service-learning brings students, instructors, and communities together to support learning and community development across borders. In global service-learning, practitioners act at the intersection of two fields: servicelearning and international development. Critical scholarship in all service-learning and international development has highlighted the tensions inherent in defining and tracking "success" in community development. In response, service-learning and international development have turned considerable attention to documenting project characteristics, also known as best practices or success factors, that support equitable, sustainable community development. This article presents a systematic synthesis of these fields' best practices in the context of global service-learning. The authors propose 18 guiding principles for project design to support practitioners in creating and maintaining justiceoriented, stakeholder-driven projects. The authors compare these principles to emerging best practices in global service-learning and assess the contribution of service-learning and international development research to informing the future of the field.

Original languageEnglish (US)
Article number11
JournalInternational Journal for Research on Service-Learning and Community Engagement
Issue number1
StatePublished - 2021

All Science Journal Classification (ASJC) codes

  • Education
  • Sociology and Political Science
  • Political Science and International Relations


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