Genejane Adarlo, Syra Marie Norin Petalio

Proceedings of the 19th International Multi-Conference on Society, Cybernetics and Informatics: IMSCI 2025, pp. 47-53 (2025); https://doi.org/10.54808/IMSCI2025.01.47

Genejane Adarlo
Health Sciences Program, Ateneo de Manila University, Quezon City, Philippines

Syra Marie Norin Petalio
Office of Social Concern and Involvement, Ateneo de Manila University, Quezon City, Philippines

Cite this paper as:
Adarlo, G., Petalio, S. M. N. (2025). Future-Ready Through Service-Learning: Building Twenty-First Century Skills in an Undergraduate Setting. In N. Callaos, J. Horne, B. Sánchez, M. Savoie (Eds.), Proceedings of the 19th International Multi-Conference on Society, Cybernetics and Informatics: IMSCI 2025, pp. 47-53. International Institute of Informatics and Cybernetics. https://doi.org/10.54808/IMSCI2025.01.47

This mixed-methods study investigated whether service-learning facilitates twenty-first century skills among undergraduate students. It examined how service-learning specifically aids in developing knowledge application, creative problem-solving, critical thinking, collaboration, and self-reflection. Twelve students from Ateneo de Manila University were closely followed up as they participated in service-learning projects in poor urban communities in the Philippines. Responses from the Service-Learning Outcomes Measurement Scale provided quantitative data, whereas the students’ reflective essays offered qualitative insights. The Wilcoxon Signed-Rank Test showed significant improvements in knowledge application (p = .029, r_rb = 0.69), creative problem-solving (p = .012, r_rb = 0.79), and self-reflection (p = .003, r_rb = 1.00). No significant changes were observed in critical thinking (p = .051, r_rb = 0.60) or collaborative skills (p = .624, r_rb = -0.09). Thematic analysis guided by Kolb's Experiential Learning Theory revealed that navigating the unknown, making sense of reality, conceptualizing solutions, experimenting with ideas, and internalizing experiences contributed to the development of twenty-first century skills. This study recommends incorporating explicit prompts to promote critical thinking, and structured group activities to enhance collaboration. The findings indicate that service-learning promotes twenty-first century skills through concrete experience, reflective observation, abstract conceptualization, and active experimentation.