Does service-learning increase student empathy? A Systematic Review of Research with Implications for Scholarship, Pedagogy and Practice

Abstract: The presentation reports on a recently published article that details a systematic review of literature on whether participation in service-learning leads to students reporting increased empathy. Through the review, the study identifies features within service-learning practice that contribute to development of empathy. The review followed the 2020 Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) statement (Page et al., 2021). The authors searched databases for studies published before Nov 23, 2020 that met the Bringle and Hatcher (1995) definition of service learning and measured change in, or development of, empathy. Of 662 records, 35 met the inclusion criteria and were included in the review. In 14 studies that were included in a meta-analysis, there was a significant yet small effect for increase in empathy for those who participated in service-learning compared to those who did not and also from pre to post service-learning. Furthermore, across 21 qualitative studies, the main feature which appeared to contribute to the development of students’ empathy was direct interactions with the community. This presentation will cover: 1. Why should service-learning aim to improve student empathy? 2. Is there a link between participation in service-learning and empathy? 3. What factors influence empathy development? 4. What do the findings of the review mean for implementing and evaluating service-learning curriculum. This presentation and article provide insight into the efficacy of service-learning as a pedagogy and contribute to our understanding of the educational value of service-learning for preparing students to be civic-minded and make a positive societal impact.

Narrative: Does service-learning increase student empathy, why is this question important, and what factors influence empathy development? The proposed lightening presentation will offer practical insights from a meta-analysis and meta-synthesis of the literature on service learning and empathy. The presentation is derived from a recent peer-reviewed publication titled "A systematic meta-analysis and meta-synthesis of the impact of service-learning programs on university students’ empathy" (Gordon et al., 2022) published in Educational Research Review that details a systematic review of literature on whether participation in service-learning leads to students reporting increased empathy. The authors of the study analyzed research that seeks to demonstrate the efficacy of service learning as a pedagogy that builds empathy among college students.

The review followed the Preferred Reporting Items for Systematic Review and Meta-Analysis statement (Page et al., 2021). Six electronic databases were searched (Scopus, ERIC (EBSCOhost), PsycInfo, CINAHL, Web of Science and Medline Complete). Additionally, searches were made in community engagement/service-learning journals that were not indexed under Scopus and Web of Science databases and through Google Scholar. Eligibility included studies that were conducted in a post-secondary school education settings, published in English and that align with key principles of service-learning as defined by Bringle and Hatcher (1995, p.112). Studies had to measure change in, or development of, empathy, as defined by Barker (2003, pg. 145). Quantitative studies had to feature as a primary outcome measure and had to include both pre- and post-measures and use a measure of empathy that had been psychometrically validated. Qualitative research had to feature empathy and had to clearly describe the analytical method such as the coding method and framework used. Results from the database searches were imported into Covidence Systematic Review software (Veritas Health Innovation; Melbourne, VIC, Australia) for managing and streamlining a systematic review. Articles retrieved from individual journal searches and Google Scholar were imported into a spreadsheet. Two researchers independently reviewed titles and abstracts of 662 records against the inclusion and exclusion criteria. Then two researchers independently reviewed the full-text for 141 records against the inclusion and exclusion criteria. 35 articles were included in the review (11 quantitative and 17 qualitative).

Six independent studies involving 1107 participants were examined as part of a meta-analysis. The results showed an overall significant positive yet small effect size, indicating that self-reported empathy levels were greater for students who participated in a service-learning program compared to those who participated in a control activity. Ten independent studies involving 354 participants were examined in a meta-analysis resulting in a significant yet small effect size, indicating that self-reported empathy levels increased following participation in a service-learning program compared to before participation. Of the 21 qualitative studies, four were exploratory, four were case study design, three were phenomenological, one was a naturalistic design, and more than one-third did not state the study design. In aggregate, 21 studies comprising 1070 students were evaluated based on the rigor of the data analysis. The studies were coded and analyzed using NVivo software and a set of themes emerged including: 1. Expressing understanding and perceiving experiences from another’s perspective; 2. Identifying with another person and recognizing their common humanity; and 3. Responding to the emotional state and ideas of another person.

The results of the review suggest that service learning curriculum has some influence on the development of student empathy and offers the first meta-analytic level of evidence for this effect. When compared to a control group, students in the service learning demonstrated higher levels of other-oriented feelings of sympathy and concern for others. Qualitatively, direct interactions with community members were identified as contributing to the development of empathy. The presentation will discuss the nuances and limitations of these findings and will be structured to address the following questions:

1. Why should service-learning aim to improve student empathy?
2. Is there a link between participation in service-learning and empathy?
3. What factors influence empathy development?
4. What do the findings of the review mean for implementing and evaluating service-learning curriculum.

By addressing these questions, the presenters will provide insights into the educational value of service-learning for preparing students to be civic minded and to make a positive societal impact. Participants will gain an understanding of the features within service-learning programs that appear to contribute to the development of empathy among college students.