UDC 37.01

Gorlova N.I.¹ (Moscow, Russian Federation) – gorlovanat@yandex.ru; Starovoitova L.I.² (Moscow, Russian Federation) – starovojtova@list.ru

¹Plekhanov Russian University of Economics

²Medical University named after N.I. Pirogov

Abstract. The article is devoted to the analysis of the phenomenon of reflection in the context of the educational approach “service learning”, which is considered as an important mechanism for combining academic learning with socially significant practical activities of students. The necessity of methodological support for the reflective process in the implementation of socially oriented projects is substantiated. The functions of reflection are revealed – from understanding of personal contribution to solving social problems to the formation of critical thinking and civic responsibility. It is shown that systemic reflection is a tool for integrating theoretical knowledge and practical experience, as well as a factor in the development of social maturity and professional competence of future specialists. Service learning involves the development of a value-based attitude and ethical and moral principles for solving social problems. This approach combines the study of academic disciplines with the development of skills for carrying out socially significant work and provides a link between learning and social practice, allowing students to use their professional knowledge and acquire additional skills to work on social orders from partners, while gaining practical experience and benefiting society. The importance of involving all participants in the service learning educational approach, including students, teachers, social partners, and beneficiaries, in the reflective process is emphasized. This increased engagement transforms the assessment of results into a multilateral dialogue, providing a more balanced analysis, deepening understanding of social effects, and enhancing the practical significance of educational experiences. Special attention is paid to the role of the teacher as a moderator and mentor, an expert and consultant who structures discussions, coordinates the interaction between students and social partners, and creates conditions for meaningful analysis of project activities. According to the authors, it is the process of developing a social project as a form of solving social problems that allows for the organization of reflection as a systemic and multi-level process that provides a deep analysis of interaction with external organizations and the integration of practical experience into the academic process. The authors consider the following methods of reflection: group discussions, keeping diaries, individual consultations, evaluation sheets, and digital platforms. The article’s materials can be useful in developing project-based learning programs that focus on solving social problems.

Keywords: reflection, service learning, social partnership, third mission of universities, project-based learning, civic responsibility, metacognitive skills, pedagogical support.

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For citation:  Gorlova N.I., Starovoitova L.I. Reflection in the context of the “Learning by serving” educational approach. CITISE, 2025, no. 4, pp. 327-340.