Document Type

Article

Publication Title

Applied Sciences

Abstract

Service learning (SL) is at a pivotal moment as education systems worldwide confront the challenges and opportunities posed by artificial intelligence (AI) and digital technologies. This scoping review synthesizes regional perspectives on SL and examines the barriers to its implementation in higher education. This study adopts a methodological approach widely used in prior educational research, enriched with selected PRISMA processes, namely identification, screening, and eligibility, to enhance its transparency and rigor. A total of 101 peer-reviewed articles were analyzed, using a mixed methods approach. Results are presented for six regions, Africa, Asia, Latin America, Europe, North America, and Oceania, revealing context-specific constraints, such as technological infrastructure, policy frameworks, linguistic diversity, and socio-economic disparities. Common barriers across regions include limited faculty training, insufficient institutional support, and misalignment with community needs. AI is explored as a potential enabler of SL, not as an empirical outcome, but as part of a reasoned argument emerging from the documented complexity of SL implementation in the literature. Ethical considerations, including algorithmic bias, equitable access, and the preservation of human agency, are addressed, alongside mitigation strategies that are grounded in participatory design and community engagement. This review offers a comparative, context-sensitive understanding of SL implementation challenges, providing actionable insights for educators, policymakers, and researchers, aiming to integrate technology-enhanced solutions responsibly.

DOI

10.3390/app15169058

Publication Date

8-2025

Language

eng

Rights

open access

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