Позитивные изменения. Том 3, № 3 (2023). Positive changes. Volume 3, Issue 3 (2023)

GUIDING PRINCIPLES OF TRAINING

Since 2018, AVC has been collaborating with universities on programs fostering volunteerism within the educational framework, thereby incorporating the pivotal tenets of service learning. In accordance with the Service Learning guidebook, published by AVC in 2020, the pedagogical approach to this form of training entails:[59]

1) Active involvement of every participant in the conceptualization, execution, and assessment of social initiatives;

2) Forging links between actual life experiences and an adaptable, open learning framework;

3) Transforming the educator’s role into that of a mentor and critic, fostering a dynamic perspective;

4) Establishing an educational environment that facilitates access to information technology. This approach attains maximum efficacy through integration:

• in a flexible format into various phases of education, starting from the freshman year. Its implementation ranges from individual disciplines dedicated to devising and executing community projects, all the way to realizing graduation projects in tandem with specific social partners;

• in the format of internships, practical courses, and elective subjects, enabling students to immerse themselves in resolving issues of social significance throughout their academic journey.

In 2022, AVC also introduced a practical manual aimed at embedding the methodology within universities. This resource provides insights into integrating service learning into the educational process and integrating the practice into the Dobro. Centers program, an instrumental player in this model, uniting universities and the local community. Moreover, the “Service Learning” educational course was unveiled on the Dobro.University platform, drawing participation from nearly 2,000 people. In 2023, the prestigious #WEARETOGETHER International Awards introduced a dedicated Service Learning category along with a special accolade recognizing Mentoring of the Year.

Dmitry Zemtsov, Vice-Rector of the National Research University Higher School of Economics, asserts that the Russian education system offers versatile avenues for assimilating the practices of service learning into the educational landscape. Universities can make the execution of social projects by students an integral part of the curricular work, incorporate elective modules aimed at resolving societal predicaments, and integrate relevant educational subjects into their curricula.

Furthermore, universities can corroborate a student’s engagement in socially impactful projects during their tenure through a verified diploma supplement or resume. Another compelling option involves forging alliances between universities and socially-oriented organizations, thus driving students to directly participate in projects and initiatives. “For instance, at the Higher School of Economics, students can partake in the Rediscovering Russia expedition, immersing themselves in regional challenges. They can prepare term papers and graduate theses focused on societal issues, eventually receiving a diploma supplement highlighting their contribution to socially meaningful endeavors,” underscores Zemtsov.