Service-Learning Experiences of Students in a Private Higher Education Institution During Community Extension Program Implementation

Abstract

Service learning emerged as a meaningful approach in higher education, integrating academic instruction with community engagement to foster civic responsibility and holistic development. This study explored the lived experiences of students at the Philippine College Foundation Incorporated in delivering community extension programs. Anchored in a qualitative phenomenological design, this study utilized purposive sampling to select participants actively involved in service-learning initiatives. Data were collected through in-depth interviews and focus group discussions and analyzed using thematic analysis to capture shared meanings and essences of participants’ experiences. Findings revealed that service learning is a meaningful and transformative experience for students. Students demonstrated the formation of social responsibility, experiential learning and personal growth, empathy and compassion, and building meaningful connections. Despite these positive experiences, participants encountered challenges in navigating academic and personal demands and developing readiness for community engagement. Furthermore, the study found that service learning significantly influences the formation of civic identity and social responsibility, as well as the development of professional competence and personal transformation. These findings emphasize the importance of student engagement and institutional support in sustainable community extension projects.