Enhancing Experiential Learning Through Service Learning in Malaysian Higher Education

Abstract

Service learning has become a significant pedagogical approach in Malaysian higher education, enabling students to integrate theoretical knowledge with authentic community engagement. Grounded in Kolb’s Experiential Learning Theory (ELT) and aligned with the Service-Learning Malaysia–University for Society (SULAM) framework, service learning facilitates the development of project management, communication, and leadership competencies while promoting civic responsibility and social inclusion.
This study examines how structured service-learning initiatives can enhance experiential learning outcomes and foster sustainable community partnerships. Quantitative and qualitative methods were employed to evaluate participant feedback, student reflections, and project implementation outcomes. Descriptive statistics were used to analyze satisfaction and perceived impact, while potential inferential approaches—such as t-tests or correlations—are discussed as tools for exploring differences across demographic groups. A thematic analysis framework (Braun & Clarke, 2006) guided the interpretation of qualitative responses, revealing key themes such as teamwork development, cultural awareness, and empowerment.