Service-Learning and Prosocial Competencies of Undergraduate Pre-service Teachers Toward Graduate Employability Skills

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While academics have tried to incorporate employable skills into curricula, graduates must understand social and humanitarian principles to meet globalization demands. This study investigated how service-learning influences the prosocial skills of economics undergraduate pre-service teachers and its impact on their future employment prospects. Method We adopted a mixed-method design of the sequential explanatory approach. A purposive random sampling technique was used to select 150 pre-service teachers (300 and 400 level) from five departments in the Faculty of Education at the University of Ibadan offering economics. A purposive sampling technique was used to sample 10 students for focus group discussions, who served as team leaders in service-learning courses. The Students’ Prosocial and Professional Competencies Questionnaire (r= 0.79) and a Focus Group Discussion Guide were used for data collection. Quantitative data were analyzed using mean, standard deviation and one way ANOVA at a significance level of 0.05, while qualitative data were analyzed thematically. Results The mean scores for the constructs were communication skills (2.61), teamwork (2.45), empathy (2.35), culture (2.30) and social responsibility (2.50). The mean for communication skills increased significantly from 2.61 before the intervention to 3.35. The reduction in the standard deviation indicates that the communication skills of pre-service teachers have become more consistent and prominent (F=24.87), confirming the statistical significance of these improvements. Similar improvements were observed in teamwork skills, with the mean score rising from 2.62 before intervention to 3.36 and statistically significant (F=9.71). Conclusion The undergraduate students had low overall prosocial ability scores, indicating a lack of prosocial competencies essential for effective teaching and professional success in education. Policymakers and stakeholders should recognize the value of service learning and support its integration into teacher education programs through funding, resources, and institutional encouragement. " } { "@context": "http://schema.org", "@type": "BreadcrumbList", "itemListElement": [ { "@type": "ListItem", "position": "1", "item": { "@id": "https://f1000research.com/", "name": "Home" } }, { "@type": "ListItem", "position": "2", "item": { "@id": "https://f1000research.com/browse/articles", "name": "Browse" } }, { "@type": "ListItem", "position": "3", "item": { "@id": "https://f1000research.com/articles/14-584/v4", "name": "Service-Learning and Prosocial Competencies of Undergraduate Pre-service..." } } ] } Home Browse Service-Learning and Prosocial Competencies of Undergraduate Pre-service... ALL Metrics - Views Downloads Get PDF Get XML Cite How to cite this article GBADAMOSI TV and OLADELE BK. Service-Learning and Prosocial Competencies of Undergraduate Pre-service Teachers Toward Graduate Employability Skills [version 4; peer review: 1 approved, 2 approved with reservations] . F1000Research 2026, 14 :584 ( https://doi.org/10.12688/f1000research.163166.4 ) NOTE: If applicable, it is important to ensure the information in square brackets after the title is included in all citations of this article. Close Copy Citation Details Export Export Citation Sciwheel EndNote Ref. Manager Bibtex ProCite Sente EXPORT Select a format first Track Share ▬ ✚ Research Article Revised Service-Learning and Prosocial Competencies of Undergraduate Pre-service Teachers Toward Graduate Employability Skills [version 4; peer review: 1 approved, 2 approved with reservations] Tolulope Victoria GBADAMOSI 1 , Babatunde Kasim OLADELE https://orcid.org/0000-0002-2165-5298 2 Tolulope Victoria GBADAMOSI 1 , Babatunde Kasim OLADELE https://orcid.org/0000-0002-2165-5298 2 PUBLISHED 16 Apr 2026 Author details Author details 1 Faculty of Education, Arts and Social Sciences Education Department, University of Ibadan, Ibadan, Oyo, Nigeria 2 Faculty of Education, University of Johannesburg, Auckland Park 2006, Johannesburg, Gauteng, South Africa Tolulope Victoria GBADAMOSI Roles: Conceptualization, Formal Analysis, Methodology, Project Administration, Validation, Writing – Original Draft Preparation Babatunde Kasim OLADELE Roles: Data Curation, Formal Analysis, Methodology, Writing – Original Draft Preparation OPEN PEER REVIEW DETAILS REVIEWER STATUS This article is included in the Research on Research, Policy & Culture gateway. Abstract Background Many graduates are discouraged about the labor market.…” because of the abysmal increase in unemployment rates. While academics have tried to incorporate employable skills into curricula, graduates must understand social and humanitarian principles to meet globalization demands. This study investigated how service-learning influences the prosocial skills of economics undergraduate pre-service teachers and its impact on their future employment prospects. Method We adopted a mixed-method design of the sequential explanatory approach. A purposive random sampling technique was used to select 150 pre-service teachers (300 and 400 level) from five departments in the Faculty of Education at the University of Ibadan offering economics. A purposive sampling technique was used to sample 10 students for focus group discussions, who served as team leaders in service-learning courses. The Students’ Prosocial and Professional Competencies Questionnaire (r= 0.79) and a Focus Group Discussion Guide were used for data collection. Quantitative data were analyzed using mean, standard deviation and one way ANOVA at a significance level of 0.05, while qualitative data were analyzed thematically. Results The mean scores for the constructs were communication skills (2.61), teamwork (2.45), empathy (2.35), culture (2.30) and social responsibility (2.50). The mean for communication skills increased significantly from 2.61 before the intervention to 3.35. The reduction in the standard deviation indicates that the communication skills of pre-service teachers have become more consistent and prominent (F=24.87), confirming the statistical significance of these improvements. Similar improvements were observed in teamwork skills, with the mean score rising from 2.62 before intervention to 3.36 and statistically significant (F=9.71). Conclusion The undergraduate students had low overall prosocial ability scores, indicating a lack of prosocial competencies essential for effective teaching and professional success in education. Policymakers and stakeholders should recognize the value of service learning and support its integration into teacher education programs through funding, resources, and institutional encouragement. READ ALL READ LESS Keywords Presocial, Service-learning, Pre-service teachers, Student achievement Corresponding Author(s) Babatunde Kasim OLADELE ( [email protected] ) Close Corresponding author: Babatunde Kasim OLADELE Competing interests: No competing interests were disclosed. Grant information: The author(s) declared that no grants were involved in supporting this work. Copyright: © 2026 GBADAMOSI TV and OLADELE BK. This is an open access article distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. How to cite: GBADAMOSI TV and OLADELE BK. Service-Learning and Prosocial Competencies of Undergraduate Pre-service Teachers Toward Graduate Employability Skills [version 4; peer review: 1 approved, 2 approved with reservations] . F1000Research 2026, 14 :584 ( https://doi.org/10.12688/f1000research.163166.4 ) First published: 13 Jun 2025, 14 :584 ( https://doi.org/10.12688/f1000research.163166.1 ) Latest published: 16 Apr 2026, 14 :584 ( https://doi.org/10.12688/f1000research.163166.4 ) Revised Amendments from Version 3 The inferential statistical tool stated in this version differs from the old version, which stated it incorrectly. Now it is well stated. Also, some additional information was added to the methodology. The inferential statistical tool stated in this version differs from the old version, which stated it incorrectly. Now it is well stated. Also, some additional information was added to the methodology. See the authors' detailed response to the review by Owolabi Paul Adelana READ REVIEWER RESPONSES Introduction In Nigeria, there is significant concern regarding the employability of graduates, particularly in the education sector. Many graduates lack the essential soft skills required to thrive in a professional environment. The employment outcomes of graduates are crucial for university quality and curriculum relevance. However, high unemployment rates often leave graduates unprepared for the workforce, and employers perceive them as lacking core employability skills. Academics struggle to integrate employability skills into curricula, and globalization demands graduates with social and humane values. According to Ishokare and Gbadamosi (2020) and Odusanya and Omokhabi (2019) , employers often cite deficiencies in communication, teamwork, and cultural competence among graduates. This gap necessitates educational interventions that can effectively bridge the gap between academic knowledge and practical skills. Moreover, Nigeria’s educational policies increasingly emphasize inclusive education, which requires teachers to be adept at addressing the needs of students from various backgrounds, including those with special needs and marginalized communities. As the education sector continues to evolve, the demand for teachers who possess not only subject matter expertise, but also strong prosocial competencies has become increasingly apparent. Prosocial competencies, including empathy, cooperation, communication, and conflict resolution, are essential for creating a positive learning environment and fostering student engagement and development. However, many pre-service teacher programs lack sufficient focus on developing the skills necessary for inclusive education. Mtawa, Fongwa, and Wilson-Strydom (2019) ; Olagoke-Oladokun; Mokhta; Gbadamosi; Dugguh (2020) noted that teachers often enter the workforce unprepared to create inclusive classrooms. The curriculum in some teacher education programs often does not align well with current educational demands and societal needs, resulting in teachers who may be knowledgeable in their subject areas but lack the interpersonal skills necessary to foster a supportive and inclusive classroom environment. Many pre-service teachers do not receive sufficient hands-on practice in actual classroom settings, limiting their ability to apply prosocial skills effectively ( Rocheleau, 2004 ; García Blanco, Sánchez, & Escudero, 2007 ; Wolff, Jarodzka, & Boshuizen, 2021 ). Furthermore, a lack of robust support systems during training, including mentorship and counselling, can hinder the development of prosocial skills ( Mtawa, Fngwa, & Wilson-Strydom (2019) . The competitive job market for teachers in Nigeria, coupled with economic constraints and policy issues within the education sector, further exacerbates these challenges ( Ishokare & Gbadamosi 2020) . Collaboration with colleagues, parents, and the community is vital in modern educational settings. Teachers who lack prosocial competencies may struggle to work effectively in teams, collaborate on projects, or communicate with their parents and administrators. This can hinder their ability to contribute to school initiatives and negatively impact their reputation and career prospects ( Mtawa, Fngwa, & Wilson-Strydom, 2019 ). The absence of prosocial skills can increase teachers’ susceptibility to stress and burnout. Teachers who cannot effectively manage their emotions, resolve conflicts, or seek social support are more likely to experience professional dissatisfaction and leave their profession early. High turnover rates can be a red flag for potential employers, making it harder for these teachers to secure stable positions ( Wolff, Jarodzka, & Boshuizen, 2021 ). Teachers with strong prosocial competencies are more adaptable to change and continuous professional development. Lack of these skills can limit a teacher’s ability to respond to new educational demands, technological advancements, and innovative teaching methods, making them less competitive in the job market. Given these challenges, ( Snell, Chan, Ma, & Chan, 2015 ) advocate experiential learning. Experiential learning is pivotal for bridging the gap between theoretical knowledge and practical classroom applications. These experiences significantly boost the employability of pre-service teachers by providing them with hands-on experience and practical skills necessary for teaching. Service-learning has emerged as a promising approach to experiential learning. Service-learning is recommended by in some studies to address a critical gap in teacher preparation programmes and supports the broader goal of inclusive education in Nigeria ( Olagoke-Oladokun; Mokhta; Gbadamosi; Dugguh, 2020 ). On the other hand, the Nigerian government has set various educational goals, including improving the quality of teaching and learning and ensuring equity and inclusion in education ( Mtawa, Fongwa, & Wilson-Strydom, 2019 ; Orlunga & Alikor, 2023 ) reported that the quality of teachers is the major determinant of the achievement of these laudable educational goals. He therefore suggested that, since Service-learning aligns with these goals by providing a framework through which pre-service teachers can engage with and contribute to their communities while developing essential professional skills, it should be adopted as an effective strategy for teacher education programs, thereby helping fulfill national priorities. Service-learning integrates community services with academic instruction, emphasizing critical and reflective thinking, and personal and civic responsibility. This approach not only provides pre-service teachers with valuable practical experience but also fosters the development of essential prosocial skills ( Ajitoni & Gbadamosi, 2015 ; Olagoke-Oladokun; Mokhta; Gbadamosi; Dugguh 2020 ). Service-learning offers a practical solution by embedding real-world experiences into the academic curriculum, thereby enhancing pre-service teachers’ employability ( Mtawa, Fongwa, & Wilson-Strydom, 2019 ). Service-learning in teacher education Service-learning bridges theoretical knowledge and practical experience, providing pre-service teachers with opportunities to apply their learning to real-world contexts. This pedagogical approach has been shown to enhance various soft skills crucial for employability. In the context of teacher education, service learning helps future teachers develop a deeper understanding of the communities they serve, fostering skills that are highly valued by employers. Baecher and Chung (2019) highlight that service-learning projects allow pre-service teachers to engage directly with diverse community groups, thereby increasing their cultural awareness and sensitivity. Cultural competence is essential in a multicultural society such as Nigeria, where teachers often work with students from various cultural backgrounds. The ability to navigate and respect these differences is a significant factor affecting employability. Prosocial competencies, service-learning and employability Prosocial competencies, including empathy, teamwork, and effective communication are essential for creating supportive and inclusive learning environments. These competencies not only enhance classroom dynamics but also improve overall educational outcomes, making them highly sought after by education sector employers. Snell, Chan, Ma, and Chan (2015) found that service-learning experiences significantly improved intercultural communication skills among pre-service teachers. This improvement is particularly relevant in Oyo State, where schools are characterized by diverse student populations. Teachers who can effectively communicate across cultural boundaries are better equipped to meet the needs of all students, thereby enhancing their employability. Adigun and Ndwandwe (2023) emphasized the role of reflective practices in service learning in developing empathy. Reflective practices enable pre-service teachers to critically analyze their experiences and understand their own biases, leading to more empathetic and inclusive teaching practices. Empathy, as a prosocial competency, is crucial for building strong teacher-student relationships and fostering a positive classroom environment. Mtawa, Fongwa, and Wilson-Strydom (2019) noted that service-learning projects that involve working with marginalized communities help pre-service teachers develop a sense of social responsibility and a commitment to inclusive education. These experiences are particularly valuable in Nigeria, where there is growing emphasis on inclusive practices in education. Employers in the Nigerian education sector increasingly seek graduates who demonstrate a commitment to equity and inclusion, making prosocial competencies developed through service learning a significant employability factor. Mtawa, Fongwa, and Wilson-Strydom (2019) analyzed the role of service-learning in developing teamwork skills among pre-service teachers. The study found that collaborative projects in community settings require effective teamwork and fostering skills such as communication, coordination, and conflict resolution. These skills are crucial for employability as teaching often involves working in teams with other educators and staff. In another study, Baecher and Chung (2019) emphasized that service-learning projects offer pre-service teachers the opportunity to work closely with peers and community members. Immersive experience enhances interpersonal skills and collaborative learning, which are highly valued in educational settings. This study highlighted that employers seek teachers who can work well in team-oriented environments. Olagoke-Oladokun, Hassan, and Atan (2018) investigated the development of empathy and team cohesion through service-learning. Their research indicated that working in diverse community settings fostered empathy, which is essential for effective teamwork. Team cohesion, developed through shared goals and experiences in service-learning projects, is another key employability skill that is highlighted in this study. Despite the recognized importance of prosocial competencies, traditional teacher education programmes often emphasize theoretical knowledge of practical skills. This gap between theory and practice can leave pre-service teachers underprepared for the classroom challenges. Integrating service-learning into teacher education can bridge this gap by providing hands-on experience that fosters essential skills. This study aims to explore the impact of service-learning on the prosocial competencies of economics undergraduate pre-service teachers in Oyo State, Nigeria, with a focus on enhancing their employability. The traditional teacher education curriculum in Nigeria has been criticized for its lack of emphasis on practical skills and real-world applications. Consequently, many graduates enter the workforce without the prosocial competencies required for effective teaching. This study seeks to address this issue by examining the impact of service-learning on the development of prosocial competencies (communication skills, teamwork, empathy, cultural competency, and social responsibility) among economics undergraduate pre-service teachers. The goal is to determine whether integrating service learning into the curriculum can enhance these competencies and improve graduate employability. The objectives of this study were to assess the effectiveness of service-learning programmes in enhancing empathy, teamwork, and cultural competence in pre-service teachers and to analyze the relationship between developed prosocial competencies and pre-service teachers’ employability. Research Questions The following research questions were addressed: 1. What is the level of prosocial competencies (empathy, teamwork, cultural competence) of economics undergraduate pre-service teachers before the intervention? 2. How do service-learning programmes impact the development of these prosocial competencies? Methods The mixed-methods design of the sequential explanatory approach was employed to assess the effectiveness of service-learning on the prosocial skills of economics undergraduate pre-service teachers in Oyo State, Nigeria, and their relation to their future job prospects. The quantitative component involved 150 pre-service teachers at levels 300 and 400 from five departments within the Faculty of Education, offering economics as their major or minor. For qualitative data, a sample of 10 students who served as team leaders in service-learning courses was selected for a focus group discussion (FGD). A validated questionnaire was used to assess prosocial abilities, which included the subconstructs of communication, teamwork, empathy, cultural competency, and social responsibility skills (r = 0.79), with a reliability coefficient established using Cronbach’s alpha. The study adhered to ethical considerations, providing comprehensive information about its objectives, methodologies, and potential advantages and disadvantages. The study included undergraduate students who provided written informed consent before data collection. The objectives, procedures, risks, benefits, and participants’ rights were explained. Enrollment in the study was optional, and the participants had the right to discontinue their involvement at any point without facing any repercussions. Ethical approval was obtained from the University of Ibadan Humanities and Social Sciences Ethics Committee (HSSEC) before initiating data collection. The study was conducted over six months, from March 20, 2024, to September 27, 2024, during which the intervention (training) was carried out. Participants were trained based on prosocial knowledge and competences. The instruments were administered at a convenient time for the participants. The FGD was conducted in two sessions, each lasting 45 minutes, approximately 90 minutes. The quantitative data collected were analyzed using SPSS version 25, employing the mean, standard deviation, and one way ANOVA at a significance level of 0.05. The qualitative data obtained were transcribed, coded, categorized and analyzed using thematic analysis, which identified major themes and patterns related to the influence of service-learning on participants’ prosocial competencies and employability. Results and Findings Table 1 shows the level of prosocial competencies of economic undergraduates. The results show that the calculated weighted mean is 2.44, which is below the threshold of 2.50. This result implies that the undergraduates’ prosocial competencies were low. Specifically, based on the thresholds provided, the pre-service teacher’s communication skill was high while the social responsibility skill was moderate. Other given skills fall under the low category. This suggests that the mean scores for communication and social responsibility skills were at a proficiency level, while teamwork, empathy and cultural competence were relatively low proficiency levels, indicating a need for improvement in these areas. Table 1. Level of Prosocial Competencies (Empathy, Teamwork, Cultural Competence) of Economics Undergraduate Pre-Service Teachers before the intervention. S/N Variables N Mean StD Remarks 1. Communication Skills 150 2.61 0.59 High 2 Teamwork 150 2.45 0.52 Low 3 Empathy 150 2.35 0.56 Low 4 Cultural Competence 150 2.30 0.59 Low 5 Social Responsibility 150 2.50 0.66 Moderate Weighted mean = 2.44; Threshold = 2.50 As shown in Table 2 , the mean communication skills score increased significantly from 2.61 before the intervention to 3.35 after the intervention. The reduction in standard deviation indicates that the communication skills of pre-service teachers have become more consistent. The F-statistics of 24.868 and the p-value of 0.00 confirmed the statistical significance of these improvements. Similar improvements were observed in teamwork skills, as shown in Table 2 , with the mean score rising from 2.45 to 3.36 and a statistically significant p-value of 0.00. The F-statistics of 9.718 and a p-value of 0.00 indicate that the improvement in teamwork skills after the service-learning intervention was statistically significant. A p-value of less than 0.05 confirms that the observed changes are unlikely to be due to chance. Table 2. Effect of Service-Learning Programmes on the Development of Prosocial Competencies. S/N Variables N Pre Intervention Post Intervention F-Statistics P-value (Sig.) Mean St.D Mean St.D 1. Communication Skills 150 2.61 0.59 3.35 0.37 24.87 0.00 2 Teamwork 150 2.45 0.52 3.36 0.39 9.72 0.00 3 Empathy 150 2.35 0.56 3.28 0.43 3.59 0.06 4 Cultural Competence 150 2.30 0.59 3.29 0.42 6.12 0.01 5 Social Responsibility 150 2.50 0.66 3.35 0.47 20.26 0.000 Table 2 shows that the mean empathy skills score improved from 2.35 to 3.28, with a p-value of 0.06. While not statistically significant, the results suggest a positive impact of service learning on empathy; however, this finding is not statistically significant. This result is consistent with that of Adigun and Ndwandwe (2023) , who emphasized the role of experiential learning in developing emotional intelligence. Cultural competency skills showed significant improvement, as indicated in Table 2 , with the mean score increasing from 2.30 to 3.29 and a p-value of 0.01. A p-value of less than 0.05 confirms that the observed changes are very unlikely to be due to chance. Similarly, Table 2 shows that the mean social responsibility skills score increased significantly from 2.50 to 3.35, with a highly significant p-value of 0.00. A p-value of less than 0.05 confirms that the observed changes are very unlikely to be due to chance. From the qualitative data analyzed, service-learning enhanced graduate employability skills and undergraduates’ capabilities, such as empathy, communication, teamwork, ICT skills, and other soft skills. SL can enhance graduate outcomes beyond training graduates for employment, foster human capabilities, and enhance the overall quality of education for graduate employability. Specifically, the following themes were derived from FGD. Communication Skills A participant said his “ Engaging in collective discussions throughout the service-learning project significantly enhanced his communication abilities. ” He smiles and says, “ I acquired the skill of expressing my ideas with clarity and actively engaging in attentive listening to understand different viewpoints. ” (Participant A) Another participant said her public speaking was improved as a result of her service-learning experience “Delivering our study findings to the community enabled me to conquer my phobia of public speaking, which I worried about it long ago. Speaking in front of an audience has boosted my confidence, which will be advantageous in my teaching profession’”. (Participant E) Collaboration Skills Meanwhile, “the collaborative service-learning Project engaged me with my peers and has demonstrated the significance of teamwork. ” (Participant B). In another vein, Participant C said, “ Collaborating on the project necessitated leveraging each other’s abilities to achieve success, and this encounter has enhanced my aptitude for working well in a team”. Collaborative Problem Solving: “ Throughout the service-learning project, we encountered numerous obstacles. However, by collaboratively resolving these issues, we were able to cultivate robust teamwork abilities.” Now I comprehend the criticality of collaboration in a teaching environment. (Participant D) Empathy Skills Community Engagement is the ability to actively participate in and connect with the community, demonstrating understanding and compassion towards others. “Engaging with community members throughout the service-learning project facilitated my cultivation of a more profound understanding and ability to share in the emotions and experiences of others.” (Participant F). I listen to the narratives of my junior colleagues and comprehending their hardships in getting relevant course materials heightened my empathy and comprehension. Supportive Roles: “ Participating in the service-learning programme and volunteering to develop course material Google Drive enhanced my ability to understand and relate to individuals from various backgrounds.” This experience has heightened my awareness and responsiveness to the requirements of my prospective pupils (Participant E). Another participant’s “Service-learning experience made me understand that teaching is not about academics but also about caring about students’ needs and adapting teaching methods to the students’ needs. service-learning allows me to interact with students from various home, it helps me to understand that each student has their unit challenges and developing an empathetic approach to their needs.” Furthermore, Participant D said “ I have acquired have Skills to work with people through service-learning. The skill will enable me to work with people easily. This is what employers of labourers looking for. I have an advantage over my colleagues because of my participation in service-learning. In fact, everyone in my team participated, I can work with my co-workers too”. Cultural Competency Skills: “Engaging in a service-learning program with people from different backgrounds greatly improved my cultural competency skills.” I have developed a deep appreciation and profound regard for the diverse cultural practices and beliefs. (Participant A) Cross-Cultural Communication Skill: “Participating in the service-learning project enhanced my ability to effectively communicate with individuals from diverse cultural backgrounds.” (Participant C). I have developed a heightened understanding of cultural differences and acquired skills to relate to people. Social Responsibility Skills: Community Service Projects: “Engaging in community service projects through the service-learning program cultivated a profound feeling of social responsibility.” (Participant B). I have come to recognize the significant influence I can have through my activities and the crucial value of contributing to the community. In another vein, Participant F said, “Engaging in advocacy and awareness campaigns as part of the service-learning project enhanced my sense of social responsibility. ” The statement emphasized the significance of tackling societal problems and promoting constructive transformation. Broaden Teaching skills: Another participant, when asked about how service-learning generally prepares her for a teachin g job said “serivce-learning has influenced my experience because it takes me outside the classroom environment, I can also help others and impart knowledge outside of the classroom not limiting to my students within the classroom.” (Participant B). It has broadened my knowledge in teaching, makes me see other side of teaching and other perspective, like doing voluntary activities to people in the community, like imparting knowledge into people and help them to be knowledgeable. Saleable Skills Moreover, most of the participants said that all aspects of service-learning are valuable. For instance, a participant J said “Ha ! Ha! All aspect of service-learning is valuable, everything, I mean everything. She smiles. I have acquired skills that make me fit t job market. Everything is valuable in service learning. ICT Skills Another person says, normally, “ I have basic knowledge of computers but through service-learning, I was able to learn advanced ICT skills such as the use of Excel” (Participant E), PowerPoints, and Photoshop. In fact, I learnt a lot in service-learning”. Thematic analysis of the beneficial effects of service-learning on several prosocial skills provided pre-service teachers with valuable experiences that enabled them to cultivate the crucial skills necessary for their professional development and marketability. Discussion The study revealed low overall prosocial ability scores among undergraduate students, indicating a lack of prosocial competencies essential for effective teaching and professional success in education. This lack of communication skills, teamwork skills, empathy, cultural competence, and social responsibility contributes to a lack of cohesive and productive educational environments ( Olagoke-Oladokun, Mokhtar, Gbadamosi, & Dugguh, 2020 ; Ishokare & Gbadamosi, 2020 ; Mtawa, Fongwa, & Wilson-Strydom, 2019 ). Empathy is essential for creating supportive learning environments, and low empathy scores indicate limited capacity to comprehend and empathize with others’ emotions, potentially leading to negative interactions. Limited cultural competence suggests a lack of preparation to manage cultural differences, and undergraduates may not be well prepared to navigate diverse settings. Social responsibility, which involves a commitment to contributing positively to society and advocating for social justice, is also low, suggesting that undergraduates may not fully understand their role in promoting societal well-being and advocating for peers and communities. These findings have significant implications for teacher training programs, emphasizing the need for focused interventions to enhance these skills. The significant improvement in communication skills among undergraduate pre-service teachers due to the service-learning program highlights the effectiveness of this pedagogical approach and who participate in service-learning programs are more likely to meet the communication demands of their future roles, thereby enhancing employability. Quantitative data from this study support these findings, as evidenced by the increase in the mean communication skills score. These findings align with previous research that emphasizes the benefits of experiential learning methods in developing essential soft skills. According to Giles and Eyler (2019) , service learning provides students with opportunities to apply classroom knowledge in real-world contexts, enhancing their communication and interpersonal skills. The results of this study are consistent with Furco’s findings, demonstrating that hands-on community-based learning experiences effectively develop pre-service teachers’ communication abilities. In another study, Eyler and Giles (2021) noted that teachers who could communicate effectively with students, parents, and colleagues were better equipped to foster a positive learning environment and manage classroom dynamics. The findings demonstrated that structured community interaction is critical for the development of communication skills for employability, particularly in the teaching profession. According to Eyler and Giles (2021) , service learning provides students with opportunities to apply classroom knowledge in real-world contexts, thereby enhancing their teamwork and collaboration skills. The results of this study support Eyler and Giles’s findings, demonstrating that hands-on, community-based learning experiences effectively develop pre-service teachers’ teamwork abilities. In addition, the significant improvement in teamwork skills observed in this study suggests that pre-service teachers who participate in service-learning programs are more likely to meet the collaboration demands of their future roles, thereby enhancing their employability, which is supported by Mtawa, Fongwa, & Wilson-Strydom (2019) , who noted that teachers who can work well with others are better equipped to create a supportive learning environment and manage classroom dynamics. The increase in empathy skills suggests that service-learning can positively influence pre-service teachers’ ability to understand and share the feelings of others. This improvement, although not statistically significant, is educationally meaningful and highlights the potential of service-learning in fostering emotional intelligence. While the p-value of 0.059 indicates that the results are close to statistical significance, the results suggest that service-learning contributes to the development of soft skills, such as empathy. This finding was confirmed by the participants during the FGD, who reported a tremendous improvement in their skills. Employers in the education sector highly value these skills, as they are essential for creating positive learning environments and fostering student well-being. Graduates with enhanced empathy skills are likely to be more competitive in the job market, as they can demonstrate their ability to connect with students and colleagues at a deeper emotional level ( Baecher, Laura & Chung, Samantha, 2019 ; Ajitoni & Gbadamosi, 2015 ). Significant improvement in both cultural competency skills among undergraduate pre-service teachers as a result of the service-learning program highlights the effectiveness of this pedagogical approach, which is in alignment with some previous research, such as Eyler and Giles (2021) and Ajitoni and Gbadamosi (2015) , and this study’s qualitative data that service-learning provides students with opportunities to engage with diverse communities, enhancing their cultural awareness and competency. The significant improvement in cultural competency skills observed in this study suggests that pre-service teachers who participate in service-learning programmes are more likely to meet the cultural demands of their future roles, thereby enhancing their employability. Service-learning has been shown to foster a sense of social responsibility by encouraging students to engage in community activities. The results align with those of Adigun and Ndwandwe (2023) and Snell, Chan, Ma, and Chan (2015) , who note that service learning fosters a sense of civic duty and community engagement. The significant improvement in social responsibility skills observed in this study and feedback from the qualitative data support these findings and demonstrate that service-learning effectively promotes social responsibility among pre-service teachers, which is important in preparing pre-service teachers for the job market. The findings indicate the need for teacher education programs to place greater emphasis on empathy and socio-emotional development. When pre-service teachers are involved in meaningful reflection, hands-on experiences, and community-based teaching, they begin to develop the human characteristics that make teaching truly impactful: understanding, compassion, and emotional awareness. Policy reforms in teacher education should therefore go beyond building technical and instructional skills but also nurture the relational and emotional aspects of teaching. Thus, this will provide well-seasoned educators who not only deliver knowledge effectively but also connect with their students in practices that foster empathy, respect, and a genuine sense of belonging within various classrooms. Conclusion These findings have important consequences for teacher training programs, highlighting the need for targeted interventions to improve employability skills. Integrating service-learning into teacher education programs can offer hands-on opportunities to improve communication, collaboration, understanding, cultural proficiency, and ethical obligations. Service-learning is crucial for increasing graduates’ employability. It provides pre-service teachers with useful abilities, encourages reflective practice, encourages community involvement, creates teamwork, and improves soft skills. Embedding service-learning into academic programs can bridge the gap between theoretical knowledge and practical applications, preparing graduates more effectively for professional challenges. This study provides empirical evidence supporting the effectiveness of service learning on graduate employability, suggesting that teacher education programs in Nigeria and beyond should consider incorporating service learning components to enhance graduate outcomes. These improvements not only prepare employees for the complexities of the classroom but also make them more competitive and attractive to employers in the education sector. Integrating service learning into teacher education programs is crucial for producing well-rounded, capable, and employable graduates. Despite a positive trend in empathy gains among the pre-service teachers, the study’s results showed limited statistical significance. This implies that while the intervention might have influenced the participants’ empathetic responses, we should interpret the changes observed cautiously. Likewise, the generalizability of the results is constrained by contextual factors such as sample size, demographic characteristics, and the specific setting of the study. Recommendations Service-learning is a valuable tool in teacher education, providing pre-service teachers with practical experience that fosters essential soft skills. Universities should establish partnerships with local communities to create meaningful service learning opportunities. The faculty members should receive training on how to integrate service learning into their courses and facilitate reflective practices among students. Ongoing assessment and evaluation of service-learning programs are crucial to ensuring that they meet educational objectives and provide valuable experiences for students. Furthermore, Policymakers should recognize the value of service learning and support its integration into teacher education programs through funding, resources, and institutional encouragement. Ethics and consent The study received ethical clearance from the University of Ibadan Humanities and Social Sciences Ethics Committee (HSSEC) on the 4 th of March 2024 with approval number UI/SSHREC/2024/0052, confirming compliance with established ethical standards for research involving human participants. This approval attested to our compliance with accepted ethical norms for research involving human beings and was consistent with the Declaration of Helsinki’s tenets, which regulate such investigations. The study included undergraduate students who provided written informed consent before data collection. Participants were informed about the purpose of the research, its voluntary nature, and the confidentiality of their responses. Confidentiality was maintained throughout the study, with responses securely stored in password-protected digital files accessible only to the research team. Participants voluntarily consented to participate, fully aware of their rights and the measures taken to protect them. The study procedures reflect the research team’s commitment to ethical practices and study integrity. Data availability statement Underlying data Zenodo: Dataset on Service-Learning and Prosocial Competencies of Undergraduate Pre-service Teachers Toward Graduate Employability Skills, https://doi.org/10.5281/zenodo.15495980 ( Gbadamosi and Oladele, 2025 ). This project contains the following underlying data: 1. Prosocial data. Sav. Data are available under the terms of the Creative Commons Attribution 4.0 International license (CC-BY 4.0). Extended data Zenodo: Dataset on Service-Learning and Prosocial Competencies of Undergraduate Pre-service Teachers Toward Graduate Employability Skills, https://doi.org/10.5281/zenodo.15495980 ( Gbadamosi and Oladele, 2025 ). This project contains the following underlying data: 1. SOCIAL_COMPETENCE_RESEARCH_INSTRUMENTAPPENDIX I 2. SOCIAL_COMPETENCE_FGD_RESEARCH_INSTRUMENTAPPENDIX II Data are available under the terms of the Creative Commons Attribution 4.0 International license (CC-BY 4.0). References Adigun O, Ndwandwe N: Service-learning as a means to understanding the socio-economic privileges and inequalities of individuals who are deaf or hard of hearing.2023; 5 : 10–25. Publisher Full Text Ajitoni, Gbadamosi: Community-Based Instructional Strategies, School Location, and Primary School Pupils’ Environmental Knowledge. Isfte Journal of the International Society for Teacher Education. 2015; 19 (2): 22–32. 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Publisher Full Text Comments on this article Comments (0) Version 4 VERSION 4 PUBLISHED 13 Jun 2025 ADD YOUR COMMENT Comment Author details Author details 1 Faculty of Education, Arts and Social Sciences Education Department, University of Ibadan, Ibadan, Oyo, Nigeria 2 Faculty of Education, University of Johannesburg, Auckland Park 2006, Johannesburg, Gauteng, South Africa Tolulope Victoria GBADAMOSI Roles: Conceptualization, Formal Analysis, Methodology, Project Administration, Validation, Writing – Original Draft Preparation Babatunde Kasim OLADELE Roles: Data Curation, Formal Analysis, Methodology, Writing – Original Draft Preparation Competing interests No competing interests were disclosed. Grant information The author(s) declared that no grants were involved in supporting this work. Article Versions (4) version 4 Revised Published: 16 Apr 2026, 14:584 https://doi.org/10.12688/f1000research.163166.4 version 3 Revised Published: 26 Nov 2025, 14:584 https://doi.org/10.12688/f1000research.163166.3 version 2 Revised Published: 16 Oct 2025, 14:584 https://doi.org/10.12688/f1000research.163166.2 version 1 Published: 13 Jun 2025, 14:584 https://doi.org/10.12688/f1000research.163166.1 Copyright © 2026 GBADAMOSI TV and OLADELE BK. This is an open access article distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. Download Export To Sciwheel Bibtex EndNote ProCite Ref. Manager (RIS) Sente metrics Views Downloads F1000Research - - PubMed Central info_outline Data from PMC are received and updated monthly. - - Citations open_in_new 0 open_in_new 0 open_in_new SEE MORE DETAILS CITE how to cite this article GBADAMOSI TV and OLADELE BK. Service-Learning and Prosocial Competencies of Undergraduate Pre-service Teachers Toward Graduate Employability Skills [version 4; peer review: 1 approved, 2 approved with reservations] . F1000Research 2026, 14 :584 ( https://doi.org/10.12688/f1000research.163166.4 ) NOTE: If applicable, it is important to ensure the information in square brackets after the title is included in all citations of this article. COPY CITATION DETAILS track receive updates on this article Track an article to receive email alerts on any updates to this article. TRACK THIS ARTICLE Share Open Peer Review Current Reviewer Status: ? Key to Reviewer Statuses VIEW HIDE Approved The paper is scientifically sound in its current form and only minor, if any, improvements are suggested Approved with reservations A number of small changes, sometimes more significant revisions are required to address specific details and improve the papers academic merit. Not approved Fundamental flaws in the paper seriously undermine the findings and conclusions Version 3 VERSION 3 PUBLISHED 26 Nov 2025 Revised Views 0 Cite How to cite this report: Hendra R. Reviewer Report For: Service-Learning and Prosocial Competencies of Undergraduate Pre-service Teachers Toward Graduate Employability Skills [version 4; peer review: 1 approved, 2 approved with reservations] . F1000Research 2026, 14 :584 ( https://doi.org/10.5256/f1000research.191202.r454388 ) The direct URL for this report is: https://f1000research.com/articles/14-584/v3#referee-response-454388 NOTE: it is important to ensure the information in square brackets after the title is included in this citation. Close Copy Citation Details Reviewer Report 16 Feb 2026 Robi Hendra , Universitas Jambi, Muaro Jambi, Indonesia Approved with Reservations VIEWS 0 https://doi.org/10.5256/f1000research.191202.r454388 This work has great potential and relevance. Service-based learning to enhance the prosocial skills of prospective teachers in Nigeria is timely. The mixed-methods sequential explanation approach is also conceptually sound. The current version requires significant changes. Comments ... Continue reading READ ALL This work has great potential and relevance. Service-based learning to enhance the prosocial skills of prospective teachers in Nigeria is timely. The mixed-methods sequential explanation approach is also conceptually sound. The current version requires significant changes. Comments 1 This study lacks instrument validation evidence, a major limitation. The authors claim overall reliability (α = 0.79) without reporting Cronbach's alpha for each subconstruct, content validity, EFA, or CFA. This is important since the multidimensional instrument assesses prosocial competence. Without rigorous construct validation, all quantitative data is suspect. Comment 2 Inconsistencies remain in the statistical analysis. The authors cite a "t-test of means" but provide the F-statistic. The language and tables differ (e.g., the pre-teamwork score was 2.45 vs. 2.62 in the prior version). The authors don't give effect sizes (Cohen's d) or 95% confidence intervals, making it difficult to judge the changes' practical robustness. Comment 3 The quantitative sampling method (150 students from five departments) is unclear. Convenience, purposive, or stratified sampling? This ambiguity raises questions about selection bias and findings generalizability. The writers must describe the sampling process and sample demographics. Comment 4 Little is known about the service learning intervention. Readers don't know the six-month activities, meeting duration and frequency, or reflection component. It is impossible to determine if stated improvements are due to the program without a clear and complete explanation of the intervention. Comment 5 Only 10 team leaders were chosen for the focus group discussion (FGD), which may increase positive response bias. This qualitative sample is unrepresentative and biased toward engaged students. Expanding the qualitative sample or triangulating with individual interviews is advised. Comment 6 Brief and opaque qualitative data theme analysis is presented. It doesn't explain inductive/deductive coding, theme generation, inter-coder reliability, or Lincoln & Guba's trustworthiness measurements (credibility, dependability, confirmability). This greatly devalues ​​qualitative findings. Comment 7 The integration of quantitative and qualitative data is weak. Qualitative data simply "supports" quantitative conclusions, but in a sequential explanatory design, it should explain why and how changes occur, especially in empathy, which is scarcely significant. The authors must present together to improve mixed-methods integration. Comment 8 Typographical errors sentences, repeated concepts, and inconsistent litter the discussion section. The authors must modify and restructure the discussion to be more brief, critical, and openly address the study's shortcomings (particularly empathy's minor statistical significance) and actual policy consequences. Is the work clearly and accurately presented and does it cite the current literature? Partly Is the study design appropriate and is the work technically sound? Partly Are sufficient details of methods and analysis provided to allow replication by others? Partly If applicable, is the statistical analysis and its interpretation appropriate? Partly Are all the source data underlying the results available to ensure full reproducibility? Partly Are the conclusions drawn adequately supported by the results? Partly Competing Interests: No competing interests were disclosed. Reviewer Expertise: Educational Management, Leadership, teacher learning, Digital technologi, digital technologies I confirm that I have read this submission and believe that I have an appropriate level of expertise to confirm that it is of an acceptable scientific standard, however I have significant reservations, as outlined above. Close READ LESS CITE CITE HOW TO CITE THIS REPORT Hendra R. Reviewer Report For: Service-Learning and Prosocial Competencies of Undergraduate Pre-service Teachers Toward Graduate Employability Skills [version 4; peer review: 1 approved, 2 approved with reservations] . F1000Research 2026, 14 :584 ( https://doi.org/10.5256/f1000research.191202.r454388 ) The direct URL for this report is: https://f1000research.com/articles/14-584/v3#referee-response-454388 NOTE: it is important to ensure the information in square brackets after the title is included in all citations of this article. COPY CITATION DETAILS Report a concern Respond or Comment COMMENT ON THIS REPORT Views 0 Cite How to cite this report: Oyeniran D and Oyeniran M. Reviewer Report For: Service-Learning and Prosocial Competencies of Undergraduate Pre-service Teachers Toward Graduate Employability Skills [version 4; peer review: 1 approved, 2 approved with reservations] . F1000Research 2026, 14 :584 ( https://doi.org/10.5256/f1000research.191202.r436097 ) The direct URL for this report is: https://f1000research.com/articles/14-584/v3#referee-response-436097 NOTE: it is important to ensure the information in square brackets after the title is included in this citation. Close Copy Citation Details Reviewer Report 27 Nov 2025 Daniel Oyeniran , The university of Alabama, Alabama, USA Mopelola Oyeniran , The University of Alabama (Ringgold ID: 8063), Tuscaloosa, Alabama, USA Approved VIEWS 0 https://doi.org/10.5256/f1000research.191202.r436097 I am still seeing University ... Continue reading READ ALL I am still seeing University of Ibadan under abstract methods Competing Interests: No competing interests were disclosed. Reviewer Expertise: Psychometrics, Scale development, Economics, Machine learning We confirm that we have read this submission and believe that we have an appropriate level of expertise to confirm that it is of an acceptable scientific standard. Close READ LESS CITE CITE HOW TO CITE THIS REPORT Oyeniran D and Oyeniran M. Reviewer Report For: Service-Learning and Prosocial Competencies of Undergraduate Pre-service Teachers Toward Graduate Employability Skills [version 4; peer review: 1 approved, 2 approved with reservations] . F1000Research 2026, 14 :584 ( https://doi.org/10.5256/f1000research.191202.r436097 ) The direct URL for this report is: https://f1000research.com/articles/14-584/v3#referee-response-436097 NOTE: it is important to ensure the information in square brackets after the title is included in all citations of this article. COPY CITATION DETAILS Report a concern Respond or Comment COMMENT ON THIS REPORT Version 2 VERSION 2 PUBLISHED 16 Oct 2025 Revised Views 0 Cite How to cite this report: Oyeniran D and Oyeniran M. Reviewer Report For: Service-Learning and Prosocial Competencies of Undergraduate Pre-service Teachers Toward Graduate Employability Skills [version 4; peer review: 1 approved, 2 approved with reservations] . F1000Research 2026, 14 :584 ( https://doi.org/10.5256/f1000research.189690.r424855 ) The direct URL for this report is: https://f1000research.com/articles/14-584/v2#referee-response-424855 NOTE: it is important to ensure the information in square brackets after the title is included in this citation. Close Copy Citation Details Reviewer Report 20 Oct 2025 Daniel Oyeniran , The university of Alabama, Alabama, USA Mopelola Oyeniran , The University of Alabama (Ringgold ID: 8063), Tuscaloosa, Alabama, USA Approved with Reservations VIEWS 0 https://doi.org/10.5256/f1000research.189690.r424855 I found this paper to be highly valuable for other researchers and even those in charge of planning and developing curriculum for teacher educators. However, there is need to pay attention to few method and analytical approaches in the paper ... Continue reading READ ALL I found this paper to be highly valuable for other researchers and even those in charge of planning and developing curriculum for teacher educators. However, there is need to pay attention to few method and analytical approaches in the paper to ensure clarity and applicability of its findings. In the abstract under the background, the word "unprepared" seems inappropriate. It is the degree that supposed to prepare them, not the workforce. It could read: "Many graduates are discouraged about the labor market...." The statement should be reviewed in first paragraph of the introduction. It seems that the student selected for the focus group discussion were selected because of their position during the course. It might be more purposive instead of convenient, except there are many of them, from which 10 were selected as they are available. The authors should check some typographical errors in the manuscript, such as paragraph sentence five in paragraph six of the introduction. I don't think it is necessary to have a title on a single paragraph: Service-learning in teacher education. Is the description of the sample not too narrow for easy identification? You do not need to mention the university. Was there a factor analysis that showed five factors? The reliability reported is the overall I suppose. If you use some software for both quantitative and qualitative analysis they could be mentioned under methods even if there are no citations for them. I have not seen any discussion about the intervention introduced in this study. It is necessary to mention it, its timeline/duration, and other necessary information for the reader's understanding. For table 1, what was used to decide the remark? If its the threshold, the mean for communication was greater than 2.50. Is the work clearly and accurately presented and does it cite the current literature? Yes Is the study design appropriate and is the work technically sound? Yes Are sufficient details of methods and analysis provided to allow replication by others? Partly If applicable, is the statistical analysis and its interpretation appropriate? Yes Are all the source data underlying the results available to ensure full reproducibility? Yes Are the conclusions drawn adequately supported by the results? Yes Competing Interests: No competing interests were disclosed. Reviewer Expertise: Psychometrics, Scale development, Economics, Machine learning We confirm that we have read this submission and believe that we have an appropriate level of expertise to confirm that it is of an acceptable scientific standard, however we have significant reservations, as outlined above. Close READ LESS CITE CITE HOW TO CITE THIS REPORT Oyeniran D and Oyeniran M. Reviewer Report For: Service-Learning and Prosocial Competencies of Undergraduate Pre-service Teachers Toward Graduate Employability Skills [version 4; peer review: 1 approved, 2 approved with reservations] . F1000Research 2026, 14 :584 ( https://doi.org/10.5256/f1000research.189690.r424855 ) The direct URL for this report is: https://f1000research.com/articles/14-584/v2#referee-response-424855 NOTE: it is important to ensure the information in square brackets after the title is included in all citations of this article. COPY CITATION DETAILS Report a concern Respond or Comment COMMENT ON THIS REPORT Version 1 VERSION 1 PUBLISHED 13 Jun 2025 Views 0 Cite How to cite this report: Adelana OP. Reviewer Report For: Service-Learning and Prosocial Competencies of Undergraduate Pre-service Teachers Toward Graduate Employability Skills [version 4; peer review: 1 approved, 2 approved with reservations] . F1000Research 2026, 14 :584 ( https://doi.org/10.5256/f1000research.179470.r395991 ) The direct URL for this report is: https://f1000research.com/articles/14-584/v1#referee-response-395991 NOTE: it is important to ensure the information in square brackets after the title is included in this citation. Close Copy Citation Details Reviewer Report 13 Aug 2025 Owolabi Paul Adelana , Open University, Milton Keynes, UK Approved with Reservations VIEWS 0 https://doi.org/10.5256/f1000research.179470.r395991 Abstract This study is timely, particularly in addressing the gap between higher education and employability in its context, and in the context of globalization in general. I also commend the integration of service-learning as a pedagogical ... Continue reading READ ALL Abstract This study is timely, particularly in addressing the gap between higher education and employability in its context, and in the context of globalization in general. I also commend the integration of service-learning as a pedagogical tool to enhance prosocial skills. Overall, the study contributes to teacher education discourse but requires refinement for clarity and coherence. For instance, the abstract needs to clearly articulate the theoretical framework guiding the study and a more concise presentation of key findings. The sampling strategy appears somewhat inconsistent (purposive random versus convenience). Overall, the abstract is good. Introduction The authors have presented a good and well-structured introduction, though a more succinct four-paragraph presentation would have been better. Overall, the introduction proposes service-learning as a practical solution aligned with national goals (this is good as also stated in the abstract). However, the introduction houses some lengthy sentences which if reworked, could give clearer articulation to the introduction. Also, the citation format needs to be consistent – for instance, in the second line of the fourth paragraph, a citation is written as ( Mtawa, Fngwa, & Wilson-Strydom (2019) , whereas the bracket before 2019 should have been a comma. Please, check all to ensure that they are well-presented. In addition, some long sentences might be rewritten to give conciseness to the introduction. An example of such sentence is: The curriculum in some teacher education programs often does not align well with current educational demands and societal needs, resulting in teachers who may be knowledgeable in their subject areas but lack the interpersonal skills necessary to foster a supportive and inclusive classroom environment. Paragraphs 3 and 4 of the introductions have given some kind of problem statement to the study. The standalone “Statement of the Problem” could be integrated into the main Introduction to give further standardized view to the Introduction. Methods The methods section is well-structured, presented and robust. This section demonstrates methodological rigour through a sequential explanatory mixed-methods design. The use of both quantitative and qualitative data strengthens the study’s validity and depth. Sampling strategies are clearly described, though, as I pointed out in the review of the abstract, the combination of purposive random and convenience sampling could be better justified. Instrument reliability is adequately reported (r = 0.79), and ethical procedures are commendably thorough. The six-month data collection period and detailed analysis techniques (paired t-test and thematic analysis) are appropriate for the research aims. The methods section is concise and clearly written. Results and Findings Table 2 “ Table 1 shows the level of prosocial competencies of economic undergraduates. The results show that the calculated weighted mean is 2.40….” If you check the table, the weighted average is written as “2.44”. Please, correct. Table 2 “Similar improvements were observed in teamwork skills, as shown in Table 2, with the mean score rising from 2.62…” Please, check the table because I could see “2.45”. Also, for teamwork, in the table P-value is written as “0.00” but in the explanation, it is written as “0.002”. Please, carefully check all the figures in the table regarding each skill and what is reported in the interpretation section of this table. There seems to be inconsistencies in the reporting of the figures. Under the Qualitative section: Participants are note code-named for the statements under the following. Please check and correct: Communication Skills, Collaborative Problem Solving, Supportive Roles, Cultural Competency Skills, Cross-Cultural Communication Skill, Social Responsibility Skills, Broaden Teaching skills……Please check the others as well. Under Empathy skill: Please, correct this grammatical issue - I Listening to the narratives of my junior colleagues and …… Discussion The discussion section effectively interprets the findings and connects them to existing literature, reinforcing the value of service-learning in enhancing prosocial competencies. It clearly articulates how improvements in communication, teamwork, empathy, cultural competence, and social responsibility contribute to employability. However, the section is repetitive in some places (example shown below) and could benefit from better synthesis of ideas. I also suggest a more critical reflection on limitations and broader implications for policy and curriculum reform. I hope this will help to enhance this section’s scholarly depth presentation. Examples of Repetition Communication Skills “The significant improvement in communication skills among undergraduate pre-service teachers due to the service-learning program highlights the effectiveness of this pedagogical approach.” “The significant improvement in communication skills observed in this study suggests that pre-service teachers who participate in service-learning programs are more likely to meet the communication demands of their future roles…” I suggest that these two sentences repeating the same idea about communication skill should be merged. They could also be streamlined. Recommendation I suggest that this section written in narrative prose format. Conclusion Th conclusions the authors presented are well-supported by the results of this study. The conclusion needs to acknowledge the limited statistical significance in empathy gains and potential limitations in result generalization to strengthen the credibility and scholarship of the conclusion. Is the work clearly and accurately presented and does it cite the current literature? Yes Is the study design appropriate and is the work technically sound? Yes Are sufficient details of methods and analysis provided to allow replication by others? Yes If applicable, is the statistical analysis and its interpretation appropriate? Yes Are all the source data underlying the results available to ensure full reproducibility? Yes Are the conclusions drawn adequately supported by the results? Yes Competing Interests: No competing interests were disclosed. Reviewer Expertise: Education and Educational Technology, AIED, AI Ethics, STEAM/STEM Education. I confirm that I have read this submission and believe that I have an appropriate level of expertise to confirm that it is of an acceptable scientific standard, however I have significant reservations, as outlined above. Close READ LESS CITE CITE HOW TO CITE THIS REPORT Adelana OP. Reviewer Report For: Service-Learning and Prosocial Competencies of Undergraduate Pre-service Teachers Toward Graduate Employability Skills [version 4; peer review: 1 approved, 2 approved with reservations] . F1000Research 2026, 14 :584 ( https://doi.org/10.5256/f1000research.179470.r395991 ) The direct URL for this report is: https://f1000research.com/articles/14-584/v1#referee-response-395991 NOTE: it is important to ensure the information in square brackets after the title is included in all citations of this article. COPY CITATION DETAILS Report a concern Author Response 14 Oct 2025 Babatunde Oladele , Institute of Education, University of Ibadan, Ibadan, Nigeria 14 Oct 2025 Author Response The figures presented in the explanation section and tables have been adjusted correctly. The missing name codes in the qualitative report section have been inserted, and the communication skills, collaborative ... Continue reading The figures presented in the explanation section and tables have been adjusted correctly. The missing name codes in the qualitative report section have been inserted, and the communication skills, collaborative problem-solving, supportive roles, cultural competency skills, cross-cultural communication skills, social responsibility skills, and broadened teaching skills have been addressed. All suggestions regarding the discussion, conclusion, and recommendation sections have been addressed. The figures presented in the explanation section and tables have been adjusted correctly. The missing name codes in the qualitative report section have been inserted, and the communication skills, collaborative problem-solving, supportive roles, cultural competency skills, cross-cultural communication skills, social responsibility skills, and broadened teaching skills have been addressed. All suggestions regarding the discussion, conclusion, and recommendation sections have been addressed. Competing Interests: No competing interests were disclosed. Close Report a concern Respond or Comment COMMENTS ON THIS REPORT Author Response 14 Oct 2025 Babatunde Oladele , Institute of Education, University of Ibadan, Ibadan, Nigeria 14 Oct 2025 Author Response The figures presented in the explanation section and tables have been adjusted correctly. The missing name codes in the qualitative report section have been inserted, and the communication skills, collaborative ... Continue reading The figures presented in the explanation section and tables have been adjusted correctly. The missing name codes in the qualitative report section have been inserted, and the communication skills, collaborative problem-solving, supportive roles, cultural competency skills, cross-cultural communication skills, social responsibility skills, and broadened teaching skills have been addressed. All suggestions regarding the discussion, conclusion, and recommendation sections have been addressed. The figures presented in the explanation section and tables have been adjusted correctly. The missing name codes in the qualitative report section have been inserted, and the communication skills, collaborative problem-solving, supportive roles, cultural competency skills, cross-cultural communication skills, social responsibility skills, and broadened teaching skills have been addressed. All suggestions regarding the discussion, conclusion, and recommendation sections have been addressed. Competing Interests: No competing interests were disclosed. Close Report a concern COMMENT ON THIS REPORT Comments on this article Comments (0) Version 4 VERSION 4 PUBLISHED 13 Jun 2025 ADD YOUR COMMENT Comment keyboard_arrow_left keyboard_arrow_right Open Peer Review Reviewer Status info_outline Alongside their report, reviewers assign a status to the article: Approved The paper is scientifically sound in its current form and only minor, if any, improvements are suggested Approved with reservations A number of small changes, sometimes more significant revisions are required to address specific details and improve the papers academic merit. Not approved Fundamental flaws in the paper seriously undermine the findings and conclusions Reviewer Reports Invited Reviewers 1 2 3 Version 4 (revision) 16 Apr 26 Version 3 (revision) 26 Nov 25 read read Version 2 (revision) 16 Oct 25 read Version 1 13 Jun 25 read Owolabi Paul Adelana , Open University, Milton Keynes, UK Daniel Oyeniran , The university of Alabama, Alabama, USA Mopelola Oyeniran , The University of Alabama (Ringgold ID: 8063), Tuscaloosa, USA Robi Hendra , Universitas Jambi, Muaro Jambi, Indonesia Comments on this article All Comments (0) Add a comment Sign up for content alerts Sign Up You are now signed up to receive this alert Browse by related subjects keyboard_arrow_left Back to all reports Reviewer Report 0 Views copyright © 2026 Hendra R. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. 16 Feb 2026 | for Version 3 Robi Hendra , Universitas Jambi, Muaro Jambi, Indonesia 0 Views copyright © 2026 Hendra R. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. format_quote Cite this report speaker_notes Responses (0) Approved With Reservations info_outline Alongside their report, reviewers assign a status to the article: Approved The paper is scientifically sound in its current form and only minor, if any, improvements are suggested Approved with reservations A number of small changes, sometimes more significant revisions are required to address specific details and improve the papers academic merit. Not approved Fundamental flaws in the paper seriously undermine the findings and conclusions This work has great potential and relevance. Service-based learning to enhance the prosocial skills of prospective teachers in Nigeria is timely. The mixed-methods sequential explanation approach is also conceptually sound. The current version requires significant changes. Comments 1 This study lacks instrument validation evidence, a major limitation. The authors claim overall reliability (α = 0.79) without reporting Cronbach's alpha for each subconstruct, content validity, EFA, or CFA. This is important since the multidimensional instrument assesses prosocial competence. Without rigorous construct validation, all quantitative data is suspect. Comment 2 Inconsistencies remain in the statistical analysis. The authors cite a "t-test of means" but provide the F-statistic. The language and tables differ (e.g., the pre-teamwork score was 2.45 vs. 2.62 in the prior version). The authors don't give effect sizes (Cohen's d) or 95% confidence intervals, making it difficult to judge the changes' practical robustness. Comment 3 The quantitative sampling method (150 students from five departments) is unclear. Convenience, purposive, or stratified sampling? This ambiguity raises questions about selection bias and findings generalizability. The writers must describe the sampling process and sample demographics. Comment 4 Little is known about the service learning intervention. Readers don't know the six-month activities, meeting duration and frequency, or reflection component. It is impossible to determine if stated improvements are due to the program without a clear and complete explanation of the intervention. Comment 5 Only 10 team leaders were chosen for the focus group discussion (FGD), which may increase positive response bias. This qualitative sample is unrepresentative and biased toward engaged students. Expanding the qualitative sample or triangulating with individual interviews is advised. Comment 6 Brief and opaque qualitative data theme analysis is presented. It doesn't explain inductive/deductive coding, theme generation, inter-coder reliability, or Lincoln & Guba's trustworthiness measurements (credibility, dependability, confirmability). This greatly devalues ​​qualitative findings. Comment 7 The integration of quantitative and qualitative data is weak. Qualitative data simply "supports" quantitative conclusions, but in a sequential explanatory design, it should explain why and how changes occur, especially in empathy, which is scarcely significant. The authors must present together to improve mixed-methods integration. Comment 8 Typographical errors sentences, repeated concepts, and inconsistent litter the discussion section. The authors must modify and restructure the discussion to be more brief, critical, and openly address the study's shortcomings (particularly empathy's minor statistical significance) and actual policy consequences. Is the work clearly and accurately presented and does it cite the current literature? Partly Is the study design appropriate and is the work technically sound? Partly Are sufficient details of methods and analysis provided to allow replication by others? Partly If applicable, is the statistical analysis and its interpretation appropriate? Partly Are all the source data underlying the results available to ensure full reproducibility? Partly Are the conclusions drawn adequately supported by the results? Partly Competing Interests No competing interests were disclosed. Reviewer Expertise Educational Management, Leadership, teacher learning, Digital technologi, digital technologies I confirm that I have read this submission and believe that I have an appropriate level of expertise to confirm that it is of an acceptable scientific standard, however I have significant reservations, as outlined above. reply Respond to this report Responses (0) Hendra R. Peer Review Report For: Service-Learning and Prosocial Competencies of Undergraduate Pre-service Teachers Toward Graduate Employability Skills [version 4; peer review: 1 approved, 2 approved with reservations] . F1000Research 2026, 14 :584 ( https://doi.org/10.5256/f1000research.191202.r454388) NOTE: it is important to ensure the information in square brackets after the title is included in this citation. The direct URL for this report is: https://f1000research.com/articles/14-584/v3#referee-response-454388 keyboard_arrow_left Back to all reports Reviewer Report 0 Views copyright © 2025 Oyeniran D et al. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. 27 Nov 2025 | for Version 3 Daniel Oyeniran , The university of Alabama, Alabama, USA Mopelola Oyeniran , The University of Alabama (Ringgold ID: 8063), Tuscaloosa, Alabama, USA 0 Views copyright © 2025 Oyeniran D et al. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. format_quote Cite this report speaker_notes Responses (0) Approved info_outline Alongside their report, reviewers assign a status to the article: Approved The paper is scientifically sound in its current form and only minor, if any, improvements are suggested Approved with reservations A number of small changes, sometimes more significant revisions are required to address specific details and improve the papers academic merit. Not approved Fundamental flaws in the paper seriously undermine the findings and conclusions I am still seeing University of Ibadan under abstract methods Competing Interests No competing interests were disclosed. Reviewer Expertise Psychometrics, Scale development, Economics, Machine learning We confirm that we have read this submission and believe that we have an appropriate level of expertise to confirm that it is of an acceptable scientific standard. reply Respond to this report Responses (0) Oyeniran D and Oyeniran M. Peer Review Report For: Service-Learning and Prosocial Competencies of Undergraduate Pre-service Teachers Toward Graduate Employability Skills [version 4; peer review: 1 approved, 2 approved with reservations] . F1000Research 2026, 14 :584 ( https://doi.org/10.5256/f1000research.191202.r436097) NOTE: it is important to ensure the information in square brackets after the title is included in this citation. The direct URL for this report is: https://f1000research.com/articles/14-584/v3#referee-response-436097 keyboard_arrow_left Back to all reports Reviewer Report 0 Views copyright © 2025 Oyeniran D et al. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. 20 Oct 2025 | for Version 2 Daniel Oyeniran , The university of Alabama, Alabama, USA Mopelola Oyeniran , The University of Alabama (Ringgold ID: 8063), Tuscaloosa, Alabama, USA 0 Views copyright © 2025 Oyeniran D et al. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. format_quote Cite this report speaker_notes Responses (0) Approved With Reservations info_outline Alongside their report, reviewers assign a status to the article: Approved The paper is scientifically sound in its current form and only minor, if any, improvements are suggested Approved with reservations A number of small changes, sometimes more significant revisions are required to address specific details and improve the papers academic merit. Not approved Fundamental flaws in the paper seriously undermine the findings and conclusions I found this paper to be highly valuable for other researchers and even those in charge of planning and developing curriculum for teacher educators. However, there is need to pay attention to few method and analytical approaches in the paper to ensure clarity and applicability of its findings. In the abstract under the background, the word "unprepared" seems inappropriate. It is the degree that supposed to prepare them, not the workforce. It could read: "Many graduates are discouraged about the labor market...." The statement should be reviewed in first paragraph of the introduction. It seems that the student selected for the focus group discussion were selected because of their position during the course. It might be more purposive instead of convenient, except there are many of them, from which 10 were selected as they are available. The authors should check some typographical errors in the manuscript, such as paragraph sentence five in paragraph six of the introduction. I don't think it is necessary to have a title on a single paragraph: Service-learning in teacher education. Is the description of the sample not too narrow for easy identification? You do not need to mention the university. Was there a factor analysis that showed five factors? The reliability reported is the overall I suppose. If you use some software for both quantitative and qualitative analysis they could be mentioned under methods even if there are no citations for them. I have not seen any discussion about the intervention introduced in this study. It is necessary to mention it, its timeline/duration, and other necessary information for the reader's understanding. For table 1, what was used to decide the remark? If its the threshold, the mean for communication was greater than 2.50. Is the work clearly and accurately presented and does it cite the current literature? Yes Is the study design appropriate and is the work technically sound? Yes Are sufficient details of methods and analysis provided to allow replication by others? Partly If applicable, is the statistical analysis and its interpretation appropriate? Yes Are all the source data underlying the results available to ensure full reproducibility? Yes Are the conclusions drawn adequately supported by the results? Yes Competing Interests No competing interests were disclosed. Reviewer Expertise Psychometrics, Scale development, Economics, Machine learning We confirm that we have read this submission and believe that we have an appropriate level of expertise to confirm that it is of an acceptable scientific standard, however we have significant reservations, as outlined above. reply Respond to this report Responses (0) Oyeniran D and Oyeniran M. Peer Review Report For: Service-Learning and Prosocial Competencies of Undergraduate Pre-service Teachers Toward Graduate Employability Skills [version 4; peer review: 1 approved, 2 approved with reservations] . F1000Research 2026, 14 :584 ( https://doi.org/10.5256/f1000research.189690.r424855) NOTE: it is important to ensure the information in square brackets after the title is included in this citation. The direct URL for this report is: https://f1000research.com/articles/14-584/v2#referee-response-424855 keyboard_arrow_left Back to all reports Reviewer Report 0 Views copyright © 2025 Adelana O. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. 13 Aug 2025 | for Version 1 Owolabi Paul Adelana , Open University, Milton Keynes, UK 0 Views copyright © 2025 Adelana O. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. format_quote Cite this report speaker_notes Responses (1) Approved With Reservations info_outline Alongside their report, reviewers assign a status to the article: Approved The paper is scientifically sound in its current form and only minor, if any, improvements are suggested Approved with reservations A number of small changes, sometimes more significant revisions are required to address specific details and improve the papers academic merit. Not approved Fundamental flaws in the paper seriously undermine the findings and conclusions Abstract This study is timely, particularly in addressing the gap between higher education and employability in its context, and in the context of globalization in general. I also commend the integration of service-learning as a pedagogical tool to enhance prosocial skills. Overall, the study contributes to teacher education discourse but requires refinement for clarity and coherence. For instance, the abstract needs to clearly articulate the theoretical framework guiding the study and a more concise presentation of key findings. The sampling strategy appears somewhat inconsistent (purposive random versus convenience). Overall, the abstract is good. Introduction The authors have presented a good and well-structured introduction, though a more succinct four-paragraph presentation would have been better. Overall, the introduction proposes service-learning as a practical solution aligned with national goals (this is good as also stated in the abstract). However, the introduction houses some lengthy sentences which if reworked, could give clearer articulation to the introduction. Also, the citation format needs to be consistent – for instance, in the second line of the fourth paragraph, a citation is written as ( Mtawa, Fngwa, & Wilson-Strydom (2019) , whereas the bracket before 2019 should have been a comma. Please, check all to ensure that they are well-presented. In addition, some long sentences might be rewritten to give conciseness to the introduction. An example of such sentence is: The curriculum in some teacher education programs often does not align well with current educational demands and societal needs, resulting in teachers who may be knowledgeable in their subject areas but lack the interpersonal skills necessary to foster a supportive and inclusive classroom environment. Paragraphs 3 and 4 of the introductions have given some kind of problem statement to the study. The standalone “Statement of the Problem” could be integrated into the main Introduction to give further standardized view to the Introduction. Methods The methods section is well-structured, presented and robust. This section demonstrates methodological rigour through a sequential explanatory mixed-methods design. The use of both quantitative and qualitative data strengthens the study’s validity and depth. Sampling strategies are clearly described, though, as I pointed out in the review of the abstract, the combination of purposive random and convenience sampling could be better justified. Instrument reliability is adequately reported (r = 0.79), and ethical procedures are commendably thorough. The six-month data collection period and detailed analysis techniques (paired t-test and thematic analysis) are appropriate for the research aims. The methods section is concise and clearly written. Results and Findings Table 2 “ Table 1 shows the level of prosocial competencies of economic undergraduates. The results show that the calculated weighted mean is 2.40….” If you check the table, the weighted average is written as “2.44”. Please, correct. Table 2 “Similar improvements were observed in teamwork skills, as shown in Table 2, with the mean score rising from 2.62…” Please, check the table because I could see “2.45”. Also, for teamwork, in the table P-value is written as “0.00” but in the explanation, it is written as “0.002”. Please, carefully check all the figures in the table regarding each skill and what is reported in the interpretation section of this table. There seems to be inconsistencies in the reporting of the figures. Under the Qualitative section: Participants are note code-named for the statements under the following. Please check and correct: Communication Skills, Collaborative Problem Solving, Supportive Roles, Cultural Competency Skills, Cross-Cultural Communication Skill, Social Responsibility Skills, Broaden Teaching skills……Please check the others as well. Under Empathy skill: Please, correct this grammatical issue - I Listening to the narratives of my junior colleagues and …… Discussion The discussion section effectively interprets the findings and connects them to existing literature, reinforcing the value of service-learning in enhancing prosocial competencies. It clearly articulates how improvements in communication, teamwork, empathy, cultural competence, and social responsibility contribute to employability. However, the section is repetitive in some places (example shown below) and could benefit from better synthesis of ideas. I also suggest a more critical reflection on limitations and broader implications for policy and curriculum reform. I hope this will help to enhance this section’s scholarly depth presentation. Examples of Repetition Communication Skills “The significant improvement in communication skills among undergraduate pre-service teachers due to the service-learning program highlights the effectiveness of this pedagogical approach.” “The significant improvement in communication skills observed in this study suggests that pre-service teachers who participate in service-learning programs are more likely to meet the communication demands of their future roles…” I suggest that these two sentences repeating the same idea about communication skill should be merged. They could also be streamlined. Recommendation I suggest that this section written in narrative prose format. Conclusion Th conclusions the authors presented are well-supported by the results of this study. The conclusion needs to acknowledge the limited statistical significance in empathy gains and potential limitations in result generalization to strengthen the credibility and scholarship of the conclusion. Is the work clearly and accurately presented and does it cite the current literature? Yes Is the study design appropriate and is the work technically sound? Yes Are sufficient details of methods and analysis provided to allow replication by others? Yes If applicable, is the statistical analysis and its interpretation appropriate? Yes Are all the source data underlying the results available to ensure full reproducibility? Yes Are the conclusions drawn adequately supported by the results? Yes Competing Interests No competing interests were disclosed. Reviewer Expertise Education and Educational Technology, AIED, AI Ethics, STEAM/STEM Education. I confirm that I have read this submission and believe that I have an appropriate level of expertise to confirm that it is of an acceptable scientific standard, however I have significant reservations, as outlined above. reply Respond to this report Responses (1) Author Response 14 Oct 2025 Babatunde Oladele, Institute of Education, University of Ibadan, Ibadan, Nigeria The figures presented in the explanation section and tables have been adjusted correctly. The missing name codes in the qualitative report section have been inserted, and the communication skills, collaborative problem-solving, supportive roles, cultural competency skills, cross-cultural communication skills, social responsibility skills, and broadened teaching skills have been addressed. All suggestions regarding the discussion, conclusion, and recommendation sections have been addressed. View more View less Competing Interests No competing interests were disclosed. reply Respond Report a concern Adelana OP. Peer Review Report For: Service-Learning and Prosocial Competencies of Undergraduate Pre-service Teachers Toward Graduate Employability Skills [version 4; peer review: 1 approved, 2 approved with reservations] . F1000Research 2026, 14 :584 ( https://doi.org/10.5256/f1000research.179470.r395991) NOTE: it is important to ensure the information in square brackets after the title is included in this citation. The direct URL for this report is: https://f1000research.com/articles/14-584/v1#referee-response-395991 Alongside their report, reviewers assign a status to the article: Approved - the paper is scientifically sound in its current form and only minor, if any, improvements are suggested Approved with reservations - A number of small changes, sometimes more significant revisions are required to address specific details and improve the papers academic merit. 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