individual’s core values can be shaped. As such, it would be shortsighted to merely impart professional competencies to students, neglecting the cultivation of patriotism, civic responsibility, and broader philosophical perspectives.

“NGO leaders, being the most active proponents of the right cause, wield the potential to profoundly influence the development of civic character on an emotional level,” affirms Isaeva. “No one can resonate with the depths of the human soul quite like an NGO leader who herself is a mother to a differently-abled child. Her motivations transcend mere remuneration; her commitment arises from an unshakeable conviction that a different path in life is inconceivable, and she dedicates herself to alleviating the challenges faced by her child and those akin to him or her. Consequently, the integration of authentic, environment-born projects into the educational process is of paramount significance, as opposed to relying on contrived academic constructs.”

“We are currently at the stage of fostering a partnership culture between NGOs and universities. The data from the Presidential Grants Fund substantiates a burgeoning landscape where thousands of projects feature universities collaborating with NGOs,” remarks Artem Shadrin, Director of the Institute of Socio-Economic Design at the National Research University Higher School of Economics.

The scope of collaboration between universities and NGOs is extensive, spanning:

• The inclusion of nonprofits in the development and execution of educational programs: teaching, internships, practical experiences, and the establishment of collaborative structural units resembling foundational departments;

• The implementation of joint volunteer initiatives, involving not just students but also university staff;

• The orchestration of analytical research and the assessment of socio-economic outcomes for NGOs by universities;

• Collaboration in the execution of supplementary professional education programs and online courses;

• Allocation of dedicated spaces;

• Joint participation in formulating strategic developmental blueprints for territories, for instance, within the framework of “boiling point” initiatives, and much more.

PREREQUISITES FOR EFFECTIVE IMPLEMENTATION

In Artem Metelev’s perspective, the success of the “Service Learning” module hinges upon several factors:

1) The seamless amalgamation of theoretical education and hands-on societal involvement into a cohesive journey;

2) The cultivation and nourishment of partnerships between universities and NGOs;

3) The motivation of students to actively engage in resolving tangible social issues and challenges;

4) The formation of university-based teams comprising educators, methodologists, and proactive students, united in implementing the methodology;

5) The stimulation of regional NGOs to actively solicit their projects on the DOBRO.RF platform;

6) The expansion of students’ opportunities to partake in practice-oriented education and instilling in them a sense of solidarity towards the predicaments of others.

“Thus, after receiving knowledge in the classroom, students can leave the university grounds and venture forth to extend assistance, implement social initiatives, undergo internships, and actively contribute. In this dynamic, they effectively embody the role of both volunteers and aspirants seeking practical experience within their field of expertise.” — notes the expert.

Elena Isaeva postulates that one of the unique characteristics of implementing this technology in Russia is that not all universities have accumulated experience in collaborating with the non-profit sector. Additionally, a framework for rewarding staff members who are also members of NGOs is yet to be established. Thus, many universities will face initial challenges, necessitating them to identify suitable NGO partners, discern genuine endeavors from superficial ones, and ascertain whether it actually works. In this pursuit, reliance on regional resource centers and public chambers will be crucial, coupled with the establishment of agreements with those NGOs genuinely committed to channeling live, authentic projects for student involvement, as well as direct introduction of the service learning implementation supervisors with representatives of the regional non-profit sector.

“If service learning is being implemented for all student specializations, then the palette of NGOs involved in the learning process should be as broad as possible. That is why it is necessary to teach universities and NGOs to trust each other — to encourage a perspective that envisions universities as partners rather than mere talent incubators,” emphasizes Elena Isaeva.

This collaborative engagement between universities and the non-profit sector makes transformation inevitable, the expert says. It is paramount for both partners to recognize and embrace the benefits of it, approaching the partnership not as a mere obligation.

“If the implementation of service learning is set to continue for the long term (and we can anticipate that the technology will be piloted, refined, and eventually become commonplace), the process will undoubtedly come with its fair share of challenges. Therefore, it is crucial for the university to have a supportive partner — whether it be a public chamber or a resource center — that can explain the specifics of NGOs and guide their actions,” summarizes Elena Isaeva.

According to her, introducing service learning in freshman years is not advisable, given that students are still to acquire their professional skills. The primary objective of this technology is to bridge the gap between the acquired professional skills and real-life situations, which are presented to students for exploration under the guidance of a dedicated mentor. It is essential for the student to witness how their efforts contribute to improving people’s lives.

A TALE OF MUTUAL BENEFIT

All participants stand to gain from service learning: for students, this form of project-based engagement within their education motivates them to actively participate in the fabric of society. Not only does it help in building a positive image of the modern young citizen, but it also tangibly factors the results of such endeavors into their coursework and thesis projects. Universities, too, benefit from the implementation of this technology, as it promotes civic, personal, and professional development among students, enhances their academic performance, significantly elevates the social atmosphere within the institution, and transforms it into a vibrant hub within the local community, thereby improving its image. Social organizations, meanwhile, find that implementing service learning and collaborating with universities allows them to tap into a talent pool that universities build. This partnership offers resources ranging from essential research and tangible support to manpower.

It’s imperative, highlights Elena Isaeva, that the interaction strategy proves advantageous for both sides. “For the non-profit sector, this entails securing