Abstract

SINGH, Shah Gershom; DIPPENAAR, Hanlie  and  SCHOLTZ, Desiree. Reimagining Service-Learning for Generation Z: A Flexible Model for Higher Education. Educ. res. soc. change [online]. 2026, vol.15, n.1, pp.161-176. ISSN 2221-4070.  https://doi.org/10.17159/2221-4070/2026/v15n1a10.

Service-learning (SL) is a recognised form of experiential learning, of which the benefits for students' academic and personal growth are well researched. However, traditional SL models were developed without intentional regard to generational cohorts, and the advent of COVID-19 highlighted the lack of flexibility within these models. In this article, we explore how an existing SL model at a South African university of technology (UoT) can be adapted to align with Generation Z (Gen Z) students' learning preferences and where SL could be pursued during times of disruption. Purposive sampling was conducted to generate data from 43 Gen Z students who had participated in SL projects, and from seven SL lecturers who coordinated SL projects at this UoT. Semi-structured interviews, a focus group interview, and an online survey were administered to collect data. The findings reveal a Gen Z cohort profile of students who use multiple modes for learning and who are intrinsically motivated, hardworking, determined, compassionate, and technologically connected yet still value face-to-face contact. Regarding students' SL experiences in relation to Mezirow's transformative learning (TL) theory, they reported interacting with all phases of critical reflection and elements of rational discourse; however, action was limited. The findings aided in integrating Gen Z's learning needs directly into a flexible SL model that coalesced TL theory with the identified emergent themes. Enhanced by six strategic implementations, the new flexible model was integrated into the existing SL model employed at the UoT via four interlinked phases: pre-planning, collaborative planning, strategic implementation, and collaborative evaluation and reflection. The flexible model allows for adaptation to students' diverse learning preferences, evolving community needs, and sustainability in times of uncertainty.

Keywords : generational theory; adaptable pedagogy; experiential learning; COVID-19; higher education.

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