Exploring inequality through service learning in higher education: a bibliometric review study

Martínez-Heredia, Nazaret; Corral-Robles, Silvia; González-Gijón, Gracia; Sánchez Martín, Micaela

Publication:
Exploring inequality through service learning in higher education: a bibliometric review study

dc.contributor.author	Martínez-Heredia, Nazaret
dc.contributor.author	Corral-Robles, Silvia
dc.contributor.author	González-Gijón, Gracia
dc.contributor.author	Sánchez Martín, Micaela
dc.contributor.department	Métodos de Investigación y Diagnóstico en Educación
dc.date.accessioned	2025-01-16T12:04:42Z
dc.date.available	2025-01-16T12:04:42Z
dc.date.issued	2022-03-11
dc.description	© 2022, Los aurores. This manuscript version is made available under the CC-BY 4.0 license http://creativecommons.org/licenses/by/4.0/. This document is the Published version of a Published Work that appeared in final form in Frontiers in Psychology. To access the final edited and published work see https://doi.org/10.3389/fpsyg.2022.826341	es
dc.description.abstract	Service learning (S-L) is an innovative methodology, which is extensively known worldwide. The implementation of this methodology involves classroom learning and real practice. It is based on a cooperative methodology, integrating community service and learning in a connected way. Its main strength lies in its great potential as a transformative social movement to reduce inequality. The main aim of this study was to understand and describe the field of S-L and inequality in higher education through a bibliometric analysis. A descriptive, retrospective, and cross-sectional methodology is used to describe the information obtained from the 20 references on the topic registered in the Scopus and Web of Science (WoS) databases using a mixed methodology. The quantitative and qualitative results show that most of the publications are concentrated in 2016, with the United States being the country with the largest amount of scientific production on this subject. It is also worth noting that most of the authors reported this approach as a powerful tool to develop consciousness, commitment, and responsibility toward inequality and social problems.	es
dc.format	application/pdf	es
dc.format.extent	10	es
dc.identifier.citation	Front. Psychol. 13:826341
dc.identifier.doi	https://doi.org/10.3389/fpsyg.2022.826341
dc.identifier.issn	Electronic: 1664-1078
dc.identifier.uri	http://hdl.handle.net/10201/148592
dc.language	eng	es
dc.publisher	Frontiers Media	es
dc.relation	Sin financiación externa a la Universidad	es
dc.relation.publisherversion	https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2022.826341/full	es
dc.rights	info:eu-repo/semantics/openAccess	es
dc.rights	Atribución 4.0 Internacional	*
dc.rights.uri	http://creativecommons.org/licenses/by/4.0/	*
dc.subject	Bibliometric review study	es
dc.subject	Service-learning	es
dc.subject	Inequality	es
dc.subject	Higher education	es
dc.subject	Social justice	es
dc.title	Exploring inequality through service learning in higher education: a bibliometric review study	es
dc.type	info:eu-repo/semantics/article	es
dspace.entity.type	Publication	es