About EngageAll
What is student engagement? Why does it matter?
“Engagement and more specifically student engagement, refers to the active participation, commitment, and investment of students in their educational journey, both within and beyond the classroom. It encompasses academic, co-curricular, and civic activities that foster learning, personal growth, and community impact. Engagement may take multiple forms, including representation in decision-making, service learning, civic learning, activism, and advocacy, and involves students applying and developing knowledge, skills, and values in authentic, youth-led ways that generate meaningful policy, social, and personal outcomes.”
When we look specifically at student civic engagement, we can define that as follows:
Student civic engagement focuses on collaborations between students and organizations, within and outside the educational (higher) context with the aim of supporting others and serving the community. It facilitates the development of civic responsibility and democratic values – human rights, respect, social inclusion.
About EngageAll
Presentation of the project
The EU co-funded EngageAll project addresses the crucial role of Professional Higher Education (PHE) institutions in fostering active citizenship and highlights the wide-ranging benefits of student involvement beyond academic study. This includes participation in institutional initiatives, local community projects, and activities addressing broader societal challenges. With a focus on the unique and diverse student body within PHE, EngageAll pays specific attention to challenges students face in balancing academic commitments with extracurricular activities.
The project started in September 2024 and will last until April 2027.
About EngageAll
EngageAll aims to:
EngageAll empowers Professional Higher Education (PHE) students to actively participate in student engagement and civic activities, regardless of background, for a richer learning experience, enhanced employability, and a stronger link between education and society. By making these opportunities more visible, accessible, and valued, EngageAll fosters the development of essential skills, civic values, and democratic engagement, building a bridge between higher education and civil society.
About EngageAll
EngageAll Consortium:
The EngageAll consortium brings together eight partners from five European countries, blending the voices of students, universities, and innovators. Led by Duale Hochschule Baden-Württemberg – DHBW (Germany), the team includes the European Students’ Union – ESU (Belgium), European Association for the Applied Sciences in Higher Education – EURASHE (Belgium), Mondragon University – MU (Spain), UC Leuven-Limburg – UCL (Belgium), The Malta College of Arts, Science and Technology – MCAST (Malta) the Knowledge Innovation Centre – KIC (Malta), and the Institute for the Development of Education – IDE (Croatia). Together, they combine expertise in higher education, policy, and innovation to strengthen civic engagement and student-centred learning across Europe.
To ensure that service-learning projects have a positive and lasting impact on all stakeholders: the community, the higher education institution, and the student, they should be evaluated regularly and thoughtfully. Ongoing evaluation helps identify what’s working well, what can be improved, and how the experience is contributing to shared goals. To support this process, we’ve provided a selection of tools and frameworks to help you plan and conduct evaluations. Please note that even though some resources refer to e-Service-Learning, they are also applicable in the face-to-face context
DESCRIPTION OF THE RESOURCE: Introduction and guidelines for the evaluation of Service-Learning community impact
DESCRIPTION OF THE RESOURCE: A Service-Learning impact measurement tool
DESCRIPTION OF THE RESOURCE: A Service-Learning projects quality assessment tool
Service-learning projects should be designed to respond to the real needs of the community. To ensure their relevance and impact, higher education institutions must actively collaborate with community partners, such as NGOs, local organisations and institutions that are directly engaged with the community’s most pressing challenges. Building and sustaining these partnerships requires mutual trust, clear communication, and shared goals. To support you in establishing collaborations with community partners, co-designing projects, and implementing them effectively, here is a a useful resource (please note that even though it refers to e-Service-Learning, it is also applicable in the face-to-face context).
DESCRIPTION OF THE RESOURCE: Manual for community partners involved or planning to be involved in the e-Service-Learning. However, this manual is also applicable in a traditional face-to-face setting.
More resources can be found in our Resource Library.
Capacity building is the first step to supporting the effective implementation of service-learning across the higher education institution. When teaching staff are equipped with the right knowledge, tools, and pedagogical strategies, they are better prepared to design relevant service-learning experiences and guide students through the process. Here is a helpful handbook (please note that even though it refers to e-Service-Learning, it is also applicable in the face-to-face context).
DESCRIPTION OF THE RESOURCE: A train-the-traniner set of guidelines for introducing e-Service-Learning. However, these guidelines are also applicable in a traditional face-to-face setting.
More resources can be found in our Resource Library.
Institutionalising service-learning is essential for its successful and sustainable implementation, moving beyond isolated efforts driven solely by individual enthusiasm. When support is provided at the institutional level, it becomes much easier to embed service-learning systematically into the curricula. However, this process must also take into account some contextual factors, such as the characteristics of the national higher education system and existing institutional policies and frameworks. To help you navigate these complexities, here are guidelines that can support institutional adoption and long-term implementation.
DESCRIPTION OF THE RESOURCE: Guidelines for institutionalisation of service-learning based on research
More resources can be found in our Resource Library.
Assessment is a key element of service-learning, particularly because, according to the EASLHE definition, the learning achieved through this methodology must be formally recognised through ECTS credits. However, this stage can be particularly sensitive, as traditional assessment methods often do not fully capture students’ learning in a service-learning context. To support you in developing fair assessment strategies, here is a set of tools and examples to help you plan and implement appropriate assessment methods.
DESCRIPTION OF THE RESOURCE: Guidelines for trainers and universities for adopting the methodology and tools
More resources can be found in our Resource Library.
Reflection is a crucial component of the service-learning process, as it enables students to connect their community service experiences with the learning outcomes of the course. Reflection can take many forms: written, oral, creative, or digital, depending on the goals of the service-learning project, the way it has been integrated into the curriculum and your students’ needs. To support the design of meaningful reflection activities, here is a useful template that can help structure this important part of the Service-Learning experience.
DESCRIPTION OF THE RESOURCE: A Service-Learning project reflection template
More tools and templates can be found in our Resource Library.
Once everything is planned and the service-learning elements are integrated into your curriculum, students should be thoroughly informed about each step of the process and the expectations they are expected to meet. After addressing any questions or concerns, it’s time for the community partners to take an active role in the implementation. At this stage, clear and consistent communication is essential, along with careful documentation of the students’ activities, progress, and contributions. To find inspiration check out the projects and practices showcased by the European Association for Service Learning in Higher Education (EASLHE):
DESCRIPTION OF THE RESOURCES: An overview of EASLHE’s (European Association for Service Learning in Higher Education) projects, with a map-based visualisation tool.
More resources, such as such as journalling tool is available to help students regularly reflect on their experiences and learning while the community service is in progress can be found in our Resource Library.
If you want to implement the service-learning methodology in your teaching practice, it’s important to consider your institutional context, the learning outcomes outlined in your curriculum, your students’ aspirations, and the needs of your community. To support you in this process, here is a useful resource that will help you understand the basic principles of service-learning, identify key stakeholders, and design meaningful, impactful experiences for both students and the community.
DESCRIPTION OF THE RESOURCE: A guide for embedding Service-Learning elements into the curriculum and recommendations for higher education institutions
More resources, such as such as guidelines, handbooks, and templates can be found in our Resource Library
