Service-learning as a strategy for inclusive education in higher education. A bibliometric analysis

Service-learning as a strategy for inclusive education in higher education. A bibliometric analysis | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Systematic Review Service-learning as a strategy for inclusive education in higher education. A bibliometric analysis Anthea Gara Santos-Álvarez, Juan Luis Cabanillas-García, Paula Hernández-Dionis, and 1 more This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-7263517/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract This study analyzes publication trends on Service-Learning (SL) and inclusive education in higher education through bibliometric, thematic, and conceptual methods. SL has emerged as an innovative teaching strategy that fosters inclusion by linking academic learning with social engagement and equity. Using 985 papers from the Web of Science and the Bibliometrix package in R, the study examines publication patterns, influential authors and sources, scholarly collaborations, key themes, and emerging challenges. Findings indicate that while SL in inclusive education is still developing, it shows multidisciplinary growth—reaching fields like psychology, public health, and gender studies. This reflects a more critical and integrative approach, addressing pedagogical, social, and structural dimensions, and positioning SL as a transformative tool with academic and societal impact. It thus consolidates itself as a key tool in higher education, with academic and social impact, oriented towards the formation of inclusive competences and addressing contemporary challenges from a transformative perspective. Figures Figure 1 Figure 2 Figure 3 Figure 4 Figure 5 Figure 6 1. Introduction Service-learning (SL) is a type of educational methodology that integrates academic learning with community service [ 1 , 2 , 3 ]. This methodology enables students to participate in solidarity projects that respond to the needs of vulnerable communities, while creating spaces for active participation among individuals with diverse abilities, cultural backgrounds, or social conditions [ 4 ]. This methodology is inspired by the thinking of John Dewey, who advocated for an education oriented towards social and community engagement, rather than individualism [ 5 ]. In recent decades, SL has gained importance in higher education, emerging as an effective and inclusive educational method, particularly in the university context [ 6 , 7 ]. In this context, higher education faces the challenge of training competent professionals while promoting inclusion, ensuring access, participation, and success for all students [ 8 ]. This goal requires a transformation of learning environments, pedagogical approaches, and institutional cultures, making them truly responsive to diversity [ 9 , 10 ]. Although educational inclusion is traditionally associated with the early stages of the education system, it has recently become increasingly relevant in other higher education institutions, such as universities, despite persistent barriers, including a lack of teacher training or accessible resources [ 11 , 12 ]. SL has been considered an inclusive tool that favours the development of skills such as leadership, empathy, and sensitivity to diversity [ 13 ]. It was also found that teachers who have participated in SL situations show greater predisposition towards inclusion [ 14 ]. Other studies have also indicated that SL can favour the development of academic and personal skills in students with special educational needs [ 15 ]. The convergence between SL and educational inclusion fosters pedagogical innovation, particularly in terms of attention to diversity [ 16 , 17 , 18 ] and the promotion of competences for coexistence in diverse contexts [ 19 ]. However, for SL to act as a real driver of inclusion, its implementation implies ensuring accessibility through Universal Design for Learning (UDL), diversifying roles and tasks, removing barriers to participation, offering personalised support, and actively valuing diversity among students [ 20 ]. The results of this work will provide a perspective based on a bibliometric analysis that will enable us to understand the evolution of SL in higher education regarding educational inclusion and will contribute to identifying the current state of this line of research. 2. Methods and materials 2.1 Research questions The primary objective of this bibliometric study is to comprehensively analyze the evolution, impact, and research dynamics surrounding SL in higher education, with a focus on developing inclusive competencies in students. To achieve this purpose, various aspects of the field are examined, including publication trends, the most influential authors and sources, academic collaborations, predominant thematic lines, and emerging research challenges. Based on these axes, the following research questions have been formulated to guide the analysis: RQ1: How has the scientific production on SL in higher education oriented towards inclusive student competences evolved over time? RQ2: Which are the most relevant authors, sources, and countries in the development of this line of research? RQ3: What key academic collaborations and co-citation networks have been consolidated in the field of study? RQ4: What themes, lines of research, and barriers are identified from the keyword co-occurrence analysis? These questions are addressed using bibliometric analysis techniques, including indicators of productivity, citation impact, co-citation and co-occurrence networks, thematic analysis, and detection of emerging trends, based on data extracted from the Web of Science (WoS) database. 2.2 Tools for the structured analysis of scientific knowledge In the current context of mass production of scientific data, the growing volume of literature in various areas of knowledge poses significant challenges for its organization and systematic analysis. The thematic dispersion and heterogeneity of approaches make it difficult for researchers to identify the most relevant and up-to-date contributions within their field of study (21). In this scenario, bibliometric analysis has established itself as an effective quantitative methodology that enables the examination and visualization of the evolution of a line of research, its cognitive structures, and collaborative relationships. This technique is applied in this study through the combination of performance analysis and scientific mapping, which facilitates the study of scientific productivity by authors, countries, and sources, as well as the identification of co-citation networks, co-authorship, and co-occurrence of keywords. For this purpose, we utilized the Bibliometrix package in R, a widely validated open-source tool that integrates statistical functions, graphical capabilities, and data mining algorithms [ 22 ]. This approach provides a solid basis for detecting emerging trends, assessing the impact of publications and authors, and identifying SL in literature. Additionally, it enables an objective evaluation of the quality of scientific journals. It facilitates strategic decision-making in funding or academic promotion processes [ 23 ]. Therefore, the use of bibliometric tools not only enhances the understanding of the current state of the art but also guides the future direction of the field under study by providing a clear and structured representation of accumulated knowledge. 2.3 Sources of information and data collection procedures The data for this research were obtained from the WoS database in the Core Collection section, selected for its scientific rigour and broad coverage of peer-reviewed academic literature. A systematic search was conducted using a combination of keywords aligned with the study's objective. Specifically, the terms "service-learning" (also referred to as "experiential learning", "community-based learning"), "higher education" (such as "university education", "tertiary education", "post-secondary education"), "inclusion" (e.g. "inclusive practices", "educational equity", "social inclusion", "equity") and "competences" (such as "skills", "capacities", "transversal competences") were used. The final search equation used was: "service learning" AND "higher education" AND inclusion OR equality AND skills, resulting in a total of 1,614 documents. To delimit the corpus and ensure its relevance to the research objective, the following inclusion criteria were applied: - Thematic area: documents that address SL about the development of inclusive competences. - Study population: focused exclusively on the higher education community in the field of higher education. - Language: Only documents in English were selected. - Publication date: only studies published from 2011 to 2024 were considered. - Source type: only peer-reviewed scientific articles were included. In parallel, exclusion criteria were established to purify the corpus: - Papers not explicitly related to SL or addressing it superficially. - Studies focused on other educational levels (secondary, basic, or non-formal education). - Publications in languages other than English. - Non-peer-reviewed articles, such as conference proceedings, editorials, theses, reviews, or technical reports. - Research published outside the established time period. After applying these filters, 629 documents were excluded from the initial total: 87 due to language, 267 due to publication date, and 265 due to document type, resulting in a final matrix of 985 scientific articles that form the basis of the bibliometric and thematic analysis in the present study. 1.4 Data analysis The data analysis was developed from the 985 selected papers. The data were extracted from the Web of Science database in .txt format, which allowed us to retain complete information on authors, titles, abstracts, keywords, sources, and citations. This matrix was imported into the Bibliometrix software [ 24 ], a bibliometric analysis tool based on R, through its Biblioshiny graphical interface, which facilitates the exploration, visualization, and interpretation of bibliographic data. This methodology has established itself as a rigorous and replicable approach to study the evolution and structure of knowledge in a scientific field [ 25 ]. The analysis was structured on two main levels [ 26 , 27 ]: Bibliometric analysis, with the aim of identifying the structure of scientific production in higher education, focused on the development of inclusive competences. We analyzed: (1) The temporal distribution of publications and citations, allowing us to identify patterns of growth and consolidation of the field. (2) The authors with the highest volume of production and citation, as well as their co-authorship networks, are the most productive and influential publication sources, and the most cited documents, as indicators of academic impact. (3) Institutional and international collaboration, evidenced in cooperation with SL. Thematic and conceptual analysis, aimed at exploring the internal dynamics of the knowledge produced. (4) This included: an analysis of the co-occurrence of key words, which made it possible to identify the dominant and emerging thematic axes; the analysis of the temporal evolution of key terms, which made it possible to visualize the transformations of the lines of research over time; and the generation of thematic SL to locate the clusters according to their density (degree of development) and centrality (relevance in the field), which made it possible to identify four blocks of content: motor themes, which are consolidated areas, with high density and centrality, leading the development of the field; peripheral themes, which present a high degree of internal development, but are disconnected from the thematic core, being relevant but isolated; emerging or declining themes, which are poorly developed areas with little linkage to the core field, which may indicate both an initial phase and a loss of interest; and basic or transversal themes, which show great centrality but little density, acting as structural axes of knowledge, with a strong presence but still in the process of internal consolidation [ 28 ]. These resources enable the identification of potential limitations in the field, highlighting areas of knowledge and underdevelopment, which are helpful in guiding future research. 3. Results 3.1 RQ1. Temporal evolution of publications and current situation. Between 2011 and 2024, the scientific output on SL in higher education oriented towards inclusive competences shows an upward trend (Fig. 1 ). Between 2011 and 2016, production was low and stable, with fewer than 30 publications per year. From 2017 onwards, growth becomes steady, with the number of publications exceeding 50 in 2019. From 2020, the increase is exponential, possibly driven by the 2030 Agenda, SDG 4, and the post-COVID-19 context. In 2024, the threshold of 175 articles was surpassed, consolidating SL as a relevant field in the academic literature linked to educational inclusion. Figure 2 , presented here, is a Sankey diagram that allows us to visualize the connections between the most cited references (CR), the authors who use them (AU), and the main thematic descriptors of their publications (DE) in an integrated way. This type of representation is beneficial for understanding the cognitive structure of a research field, as well as the dynamics of influence between theoretical sources, knowledge-producing agents, and the topics they address. Firstly, the research dynamics reflects a bibliographical ecosystem in which approaches from the economics of education, social studies on equity and gender, and educational research methodologies converge. Authors such as Esping-Andersen, Hanushek, Schütz, and Creswell constitute theoretical and methodological pillars that have been recurrently adopted by the most active researchers in the field. This suggests that SL, although a didactic methodology, is anchored in broader debates about social justice, educational opportunities, and research design, indicating a growing maturity of the field. In terms of impact and scientific production, a core of authors with high centrality, such as Green A, Pensiero N, and Van de Werfhorst HG, articulate the knowledge generated around SL, addressing issues of inclusion, equity, gender, and higher education. The connectivity of these authors with a diverse range of references indicates a multidisciplinary approach, where research not only analyzes the effectiveness of the methodology in pedagogical terms but also its transformative potential to foster inclusive competences, especially in contexts of inequality. Finally, regarding the predominant themes, the descriptors most closely linked to the publications analyzed include inequality, gender equality, higher education, inclusion, skills, and service learning. The appearance of service learning as a descriptor, although with less comparative weight, indicates that it is an emerging line within a broader field oriented towards equity and social justice. This thematic placement underscores the importance of making SL visible not only as a pedagogical strategy but also to foster more inclusive educational environments. 3.2 RQ2. Most relevant scientific production in the field of study (authors, journals and reference documents). The results of the analysis of scientific production show a growing consolidation of the field of SL in higher education, particularly in its link with the development of inclusive competences. Ludger Woessmann and Herman van de Werfhorst stand out, whose contributions, although not exclusively focused on SL, address fundamental issues such as educational equity, social inclusion, and inequalities of opportunity, key aspects that theoretically underpin much research in this field. On the other hand, authors such as Zehra Altinay and Faith Valencia-Forrester present a production that is more specifically focused on SL in diverse educational contexts, exploring its potential to promote inclusive competencies. This combination of wide-ranging theoretical references with specialists in methodology is evidence of a solid, interdisciplinary, and expanding research structure, where SL is positioned as a relevant educational approach to respond to the challenges of inclusion and social justice in higher education. Table 1 List of the 10 most productive authors in the field of service-learning research in education with inclusive strategies emphasizing their contributions and influence based on the number of publications, h-index, and total citations (SPs = searched publications; TPs = total publications; and TCs = total citations). Author SPs TPs h-Index TCs Current Affiliation Country 1 Altinay, Zehra 4 98 11 663 Near East University Tutkey 2 Van de Werfhorst, Herman 3 95 37 4,163 University of Amsterdam Holland 3 Harmoinen, Merja 3 8 3 27 Tampere University Finland 4 Green, Andy 3 47 12 487 UCL Institute of Education United Kingdom 5 Pensiero, Nicola 3 14 6 132 University of Southampton United Kingdom 6 Valencia-Forrester, Faith 3 13 5 97 Charles Sturt University Australia 7 Baten, Joerg 3 81 23 1,781 Eberhard Karls University of Tubingen Germany 8 Suominen, Tarja 3 148 27 2,211 University of Eastern Finland Finland 9 Woessmann, Ludger 3 85 36 6,528 Stanford University United States 10 Backhaus, Bridget 2 33 5 98 Griffith University Australia In terms of publication sources, the data reveal that journal Sustainability stands out with 24 publications identified, consolidating its position as the primary vehicle for dissemination in this area. Its cross-cutting approach allows for the integration of social, educational, and ethical perspectives, which explains its prominence in a field such as SL, which is closely linked to the values of social justice and inclusion. Likewise, journals ranked in the Q1 quartile of the JCR, such as Frontiers in Psychology, Gender, Work and Organization, and the International Journal of Educational Development, demonstrate that research on SL and inclusion is establishing itself in high-impact academic spaces. This suggests a growing recognition of the value of this line of study for understanding and transforming educational contexts from an interdisciplinary and critical perspective. It is also significant that some journals with high productivity in the field, such as Education Sciences or the International Journal of Environmental Research and Public Health, although with a lower impact index, are actively contributing to the visibility of emerging research in the area, many of which focus on experiences of teaching innovation, competence analysis and inclusive methodologies. Table 2 Top 10 most productive journals on service-learning in higher education focused on inclusive competency development (2011–2024). (SPs = searched publications; CDs = citations to date 2024; JIF2024 = Journal Impact Factor 2024; JCI2024 = Journal Citation Indicator 2024; BQ = Best JCR 2024 quartile). Journal SPs JIF 2024 JCI 2024 BQ Publisher 1 Sustainability 24 3.3 0.67 Q2 MDPI 2 Frontiers in Psychology 8 2.9 0.97 Q1 Frontiers Media S.A. 3 Gender work and organization 8 3 1.39 Q1 Wiley 4 International journal of educational development 7 2.4 1.31 Q1 Elsevier 5 PLOS one 7 2.6 0.85 Q2 Public library science 6 Education sciences 6 MDPI 7 International journal of environmental research and public health 6 4.614 (2021) 0.93 (2021) Q1 MDPI 8 British journal of social work 5 1.5 0.99 Q1 Oxford University Press 9 Compare – A journal of comparative and international education 5 1.9 0.89 Q2 Routledge journals, Taylor & Francis LTD. 10 Equality, diversity and inclusion 4 2.2 0.75 Q1 Emerald Group Publishing Ltd Finally, the analysis of the most cited documents reveals a thematic evolution that connects SL with axes such as social justice, empathy, sustainability, inclusion, and community engagement, which are key elements for building inclusive competencies in university students. Some studies stand out, exploring the connections between universities and society from a rhizomatic perspective [ 29 ], while others focus on the practical application of SL for inclusive education in Australia [ 30 ]. Other works [ 31 , 32 ] explore the development of empathy and social-emotional learning, which are crucial for transformative education. There is also a growing interest in intersectional and innovative approaches, such as digital SL in the context of pandemics [ 33 ] or ecofeminist approaches in sports science [ 34 ]. Although some studies do not focus exclusively on SL, its inclusion is justified by addressing inclusive competences in contexts of internationalization, sustainability, or educational justice. Table 3 Top 10 most influential documents on service-learning in higher education focused on inclusive competency development (2011–2024). TCs = (Total Citations). Title Authors/Year Source TCs 1 Taiwanese college students' motivation and engagement for English learning in the context of internationalization at home: a comparison of students in EMI and non-EMI programs Chen & Kraklow (2015) Journal of Studies in International Education 34 2 Service-learning within higher education: rhizomatic interconnections between university and the real world Carrington (2011) Australian Journal of Teacher Education 29 3 Social justice and the future of higher education kinesiology Culp (2016) Quest 28 4 Practical aspects of service learning make work-integrated learning a wise practice for inclusive education in Australia. Valencia-Forrester et al. (2019) International Journal of Work-Integrated Learning 24 5 Significant socio-emotional learning and improvement of empathy in physiotherapy students through service-learning methodology: A mixed-methods research Rodríguez-Nogueira et al. (2020) Nurse education today 22 6 The effects of service-learning on physical education teacher education: A case study on the border between Africa and Europe Chiva-Bartoll et al. (2021) European Physical Education Review 18 7 Environmental sustainability and social justice in Higher Education: a critical (eco)feminist service-learning approach in sports sciences Cuenca-Soto et al. (2023) Teaching in Higher Education 15 8 Stand Together by Staying Apart: Extreme Online Service-Learning during the Pandemic Compare & Albanesi (2022) International Journal of Environmental Research and Public Health 10 9 A systematic meta-analysis and meta-synthesis of the impact of service-learning programs on university students' empathy Gordon et al. (2022). Educational Research Review 8 10 Bridging Generation GSL Through Service-Learning in Higher Education: A Systematic Review Aláez et al. (2022) Frontiers in Education 6 3.3 RQ3. Scientific collaboration patterns and Co-Citation structures. Figure 3 illustrates a historical network of direct citations, enabling the visualization of the evolution and intellectual connections between the most influential works on SL in higher education, focusing on the development of inclusive competences, from 2011 to 2024. Through the size of the nodes (representing the number of citations received) and the lines connecting the papers (direct citations), the sequential influence between key publications is observed. Some studies constitute the most prominent hubs, acting as a tipping point in the network [ 35 , 36 ]. These papers have received a high number of citations and have directly influenced subsequent work, indicating their foundational or landmark role in the theoretical and practical development of the field through their focus on educational equity policies or inclusive competences from a critical perspective. In parallel, there is another important strand of research [ 37 , 38 , 39 ] which represents a more recent and growing line of research, focusing on institutional and comparative approaches. This subgroup, linked by mutual citations, reflects a more structured conceptual evolution, with empirical or policy-oriented studies on how inclusive competences are implemented in different education systems. It also highlights an emerging network in shades of brown, led by some research, which points to current work focusing on pedagogical innovation [ 40 ]. In turn, other studies are positioned as conceptual antecedents that still retain some impact, although their influence seems less interconnected at present [ 41 , 42 ]. 3.4 RQ4. Mapping emerging topics, research lines and barriers in inclusive service-learning in higher education Figure 4 visually represents the keywords that appear most frequently in the scientific literature on SL in higher education, focusing on the development of inclusive competences. Its analysis allows us to identify the main thematic areas and research trends associated with this field, in line with analyzing its evolution, impact, and dynamics. Firstly, a central thematic core is observed, made up of the terms "education", "equality", "skills", "students", and "gender", which stand out as the most recurrent and connected. This suggests that SL in higher education is primarily studied through approaches that articulate skills development with a perspective of equity and inclusion, particularly in relation to gender. Secondly, the figure reveals several distinct thematic clusters. On the one hand, the purple cluster groups terms such as inequality, employment, framework, and institutions, which evidence a structural approach that links SL to public policies, regulatory frameworks, and institutional contexts. On the other hand, the red cluster, centered on women's empowerment, diversity, and identity, suggests an interest in the inclusion of historically marginalized groups and the promotion of female leadership through this type of methodology. Additionally, other clusters, such as the green cluster (focused on achievement, behavior, science, and mathematics), examine the impact of SL on educational outcomes and academic competencies. Terms related to emerging methodologies and contexts, such as technology, meta-analysis, intervention, or engagement, also appear, indicating a shift towards more systematic and interdisciplinary approaches oriented towards evaluating the real impact of these practices. Figure 5 illustrates the temporal evolution of key topics between 2011 and 2024, enabling us to identify significant trends in study. Through the appearance and persistence of specific terms, it is possible to interpret how academic interest has evolved and which dimensions have become more relevant over time. In the first years (2011–2016), the topics focused on more general or structural aspects such as mortality, perspectives, cognitive skills, patience and ability, which could reflect an initial phase of exploration in health or care contexts, where service-learning began to be applied as a training strategy. Terms such as access, conflict, and diversity are also observed, showing an early concern for social and equity issues. From 2017 onwards, interest in dimensions directly related to the educational sphere, such as knowledge, opportunity, attitudes, and experiences, began to consolidate, signaling a shift towards understanding how students experience and construct learning through these methodologies. The entry of terms such as education, skills, and equality, especially between 2019 and 2021, marks a thematic turning point, where attention is focused on the link between SL and the development of inclusive competences, not only from the acquisition of technical skills, but also from a transformative perspective on equity, social justice and active citizenship. In recent years (2021–2023), there has been an increased interest in topics such as gender, women, work, and technology, which is interpreted as a broadening of the inclusive approach towards gender and digitalization dimensions. The presence of impact, expectations, and mathematics also suggests a growth in evaluative and disciplinary studies, which explore the effect of SL on specific areas of knowledge, while examining student expectations and their relationship to learning outcomes. Figure 6 represents a thematic map that classifies the main lines of research in the field of SL in higher education, specifically oriented towards the development of inclusive competences. In the basic themes (bottom right) are the terms education, skills, and women. These concepts appear as fundamental themes within the research corpus, albeit with low density, indicating that many publications revolve around them. Terms such as equality, inequality, and technology also appear, with a low density, which can be seen as an emerging line of research that is just beginning to be integrated into academic discourse. In addition, technology, a potential tool for promoting equity, is marginally treated, which reveals a limitation in integrating inclusive approaches with pedagogical innovation. Within the specialized or niche topics (top left), terms such as opportunity, institutions, earnings, intervention, risk, and satisfaction appear. These are conceptually well-developed topics, but they lack a clear connection to the rest of the field. Their presence in this area implies that these lines of research have been approached from frameworks, possibly linked to institutional impact assessments, specific educational interventions based on SL, the analysis of students' risk of social or academic exclusion, and student satisfaction as an indicator of the quality and impact of these methodologies. However, their thematic isolation limits their contribution to the overall development of a broader inclusive perspective and may evidence a tendency to treat SL from a technocratic or economic approach. The absence of topics within the motor themes (upper right quadrant) is striking, indicating that the field still lacks highly developed and central lines of research. This suggests a lack of strong integration between the key themes that would structure inclusive learning through SL in a cohesive manner. The absence of driving cores could be interpreted as a general weakness in the field in terms of theoretical and practical maturity. Furthermore, there are no declining themes (bottom left), which can be interpreted from a double perspective: either the field is in a phase of thematic consolidation, without clearly identifiable emerging lines, or the emerging themes have not yet reached the necessary level of density to be detected by the analysis. This represents a strategic opportunity to explore new lines of research. The centre is characterized by cross-cutting themes, including topics such as work, employment, and policy, which strike a balance between centrality and density, serving as bridges between the different thematic blocks. These themes reflect a concern to link SL with employability, institutional policies, and labour dynamics. While this is positive from the perspective of students' professional insertion, it can also generate a functionalist vision of SL if it is not articulated with ethical and transformative objectives related to inclusion and equity. 4. DISCUSSION The findings of this bibliometric study confirm that Service-Learning (SL) is progressively consolidating as a pedagogical strategy in higher education with great potential for the development of inclusive competences. However, this consolidation does not yet translate into a systematic and widespread integration of inclusion as a cross-cutting theme in the design and implementation of SL experiences. Despite multiple studies highlighting its academic, personal, and social benefits [ 43 , 44 ], the field exhibits an uneven evolution with significant shortcomings. Regarding the temporal evolution (RQ1), there has been a sustained growth in scientific production since 2017, particularly after 2020, which may be linked to the 2030 Agenda and the commitments associated with SDG 4. This expansion reflects a greater concern for aligning training processes with the objectives of social justice, equity, and inclusion. However, this positive trend has not yet led to the development of a consolidated body of theory and a clear articulation of inclusive good practices in SL. [ 45 ]. Regarding scientific production and academic references (RQ2), the study identifies a research ecosystem comprising both influential figures in the field of educational equity (Woessmann, van de Werfhorst) and authors focused on concrete experiences of inclusive SL (Altinay, Valencia-Forrester). This duality is evidence of a field in tension between macro-structural perspectives and practical approaches. In turn, the presence of journals such as Sustainability or Frontiers in Psychology suggests that SL is part of interdisciplinary debates, although often prioritising the social or psychological component over inclusive education in the strict sense. In terms of scientific collaboration (RQ3), the results reveal a growing but fragmented network. Although there are seminal works that articulate the theoretical development of the field [ 35 , 36 ], a cohesive academic community specifically focused on SL as a tool for inclusion in higher education has yet to be consolidated. This dispersion limits the construction of solid conceptual frameworks adaptable to diverse contexts, underscoring the need to foster international collaborations that articulate theory, empirical evidence, and inclusive methodological proposals. In terms of emerging thematic lines and barriers (RQ4), the analyses show a field dominated by key concepts such as "education", "skills", "equality", or "gender". However, the scarce appearance of terms such as "disability", "accessibility", or "universal design" suggests a still partial view of inclusion, primarily focused on the gender approach or general equity issues. Furthermore, the fact that there are no "driving themes" on the thematic map shows a lack of integration between the different dimensions of inclusive SL. This thematic disconnection hinders the formation of a cohesive field of knowledge, suggesting that, despite growing interest, conceptual and methodological barriers still prevent a more robust and articulated development. A critical aspect that emerges from this study is the paucity of research that assesses explicitly the inclusiveness of SL experiences themselves. Most work tends to focus on general positive effects (empathy, skills, social awareness), without addressing whether such experiences have been designed on inclusive principles. This represents a key limitation and a priority line for future research: to generate evidence on how the principles of accessibility, equal participation, and recognition of diversity are, or are not, incorporated at each stage of the design and implementation of SL projects. These results underline the need to move towards greater conceptual coherence, methodological integration, and structural inclusion within the field of study itself. It is pertinent to continue exploring the potential learning associated with these categories to shed further light on SL as a pedagogical model [ 46 ]. 5. CONCLUSIONS The data obtained in the study reveal a growing and multidisciplinary evolution of scientific production, which extends beyond journals in the field of education to encompass fields such as psychology, gender studies, and public health. This reinforces the idea that inclusive SL is an expanding field of study, with both academic and social impact, and in tune with the contemporary challenges of higher education. Research on SL not only addresses formative aspects but also integrates structural dimensions (such as gender equity and socio-economic inequality) and pedagogical dimensions (such as achievement and motivation). It also shows an evolution towards more critical, integrative, and evidence-based approaches. An evolution can be observed, reflecting a gradual complexification of the field, where SL is consolidating as a pedagogical tool not only for academic development but also as an engine for inclusion, empowerment, and social transformation in higher education. There is a convergence between equality, education, competences, and technology, which indicates an integrating trend that articulates pedagogical, ethical, and social aspects in the formation of inclusive competences. 6. Limitations and Recommendations While this study provides a structured and detailed overview of the evolution of inclusion-oriented SL in higher education, it has some limitations that need to be considered. Despite the accumulated evidence, there is a lack of research that specifically addresses the relationship between SL and inclusion in specific dimensions, such as adaptive learning, attention to functional diversity, or intersectional equity. This still incipient focus suggests that this line of study is in its early stages of development and requires further theoretical and empirical refinement to consolidate its applicability in diverse university contexts. Furthermore, the analysis focused exclusively on documents indexed in the Web of Science, which, while guaranteeing a high standard of scientific quality, may exclude relevant works published in other databases or languages other than English. Furthermore, the bibliometric approach, due to its quantitative nature, does not allow for an in-depth exploration of the contexts of application or the specific impacts of SL experiences in different educational realities. Moreover, the results reflect a field still in the process of consolidation. The lack of driving themes in the thematic analysis and the low density of certain areas suggest that the theoretical development of inclusive SL in higher education has not yet reached sufficient maturity. This should be interpreted not as a definite weakness, but as a strategic opportunity to direct future research towards building more robust integrative frameworks. Looking ahead, there is a need to conduct more in-depth studies on the mechanisms by which SL contributes to the development of inclusive competences. It is also key to explore intersectional approaches that integrate gender, technology, sustainability, and social justice, as well as strengthen impact evaluation in specific institutional contexts. Finally, the underdevelopment of thematic clusters and the absence of highly consolidated driving forces provide an opportunity to consolidate integrative theoretical frameworks and pedagogical approaches that articulate inclusion, innovation, and civic engagement in higher education. Declarations Author contributions: AGSA, JLCG and DPJ designed the study. JLCG was responsible for the data analysis, interpretation and extraction. PHD and AGSA, conducted the systematic literature search. PHD and AGSA wrote the main manuscript text, while JLGC, PHD and AGSA contributed to the review and editing of the final version. All authors reviewed and approved the manuscript. Funding: This study received no external funding. Data availability: not applicable. Clinical trial number: not applicable Ethics, consent to participate, and consent to publish: Not applicable. Competing interests: On behalf of all authors, the corresponding author states that there is no Conflict of interest. Open Access: This article is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License, which permits any non-commercial use, sharing, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if you modifed the licensed material. You do not have permission under this licence to share adapted material derived from this article or parts of it. The images or other third-party material in this article are included in the article’s Creative Commons licence, unless indicated otherwise in a credit line to the material. Suppose the material is not included in the article’s Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use. In that case, you will need to obtain permission directly from the copyright holder. To view a copy of this license, visit http://creativeco mmons.org/licenses/by-nc-nd/4.0/. References Rodríguez-Izquierdo RM. Does service learning affect the development of intercultural sensitivity? A study comparing students’ progress in two different methodologies. Int J Intercult Relat. 2021;82:99–108. 10.1016/j.ijintrel.2021.03.005 . Salam M, Awang Iskandar DN, Ibrahim DHA, Farooq MS. Service learning in higher education: a systematic literature review. Asia Pac Educ Rev. 2019;20(4):573–93. 10.1007/s12564-019-09580-6 . Schneider J. 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Res Soc Stratif Mobil. 2018;55:13–24. 10.1016/j.rssm.2018.03.005 . Keller L, Preckel F, Eccles JS, Brunner M. Top-performing math students in 82 countries: An integrative data analysis of gender differences in achievement, achievement profiles, and achievement motivation. J Educ Psychol. 2022;114(5):966–91. 10.1037/edu0000685 . Busemeyer MR, Jensen C. The impact of economic coordination and educational institutions on individual-level preferences for academic and vocational education. Socioecon Rev. 2012;10(3):525–47. 10.1093/ser/mws002 . Pfeffer FT. Equality and quality in education: A comparative study of 19 countries. Soc Sci Res. 2015;51:350–68. 10.1016/j.ssresearch.2014.09.004 . Santos Rego MA, Lorenzo Moledo M. Mella Núñez I. El aprendizaje-servicio y la educación universitaria: hacer personas competentes. Barcelona: Octaedro; 2020. Cleveland KM, Peterson SA. Service learning and self-efficacy in exercise science: Outcomes of a community fitness training program involving undergraduate exercise science students. Adv Physiol Educ. 2022;46(4):621–9. 10.1152/advan.00058.2022 . Martinez-Heredia N, Corral-Robles S, Gonzalez-Gijon G, Sanchez-Martin M. Exploring inequality through service learning in higher education: A bibliometric review study. Front Psychol. 2022;13:826341. Chiva-Bartoll O, Ruiz-Montero PJ, Olivencia JJL, Grönlund H. The effects of service-learning on physical education teacher education: A case study on the border between Africa and Europe. Eur Phys Educ Rev. 2021;27(4):1014–31. 10.1177/1356336X211007156 . Additional Declarations No competing interests reported. Cite Share Download PDF Status: Posted Version 1 posted You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. 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1","display":"","copyAsset":false,"role":"figure","size":28492,"visible":true,"origin":"","legend":"\u003cp\u003eNumber of publications per year.\u003c/p\u003e","description":"","filename":"floatimage1.png","url":"https://assets-eu.researchsquare.com/files/rs-7263517/v1/5b807a84a737e9eea645ad16.png"},{"id":92747136,"identity":"f973f1f6-3772-440c-b912-4c6eabb6509c","added_by":"auto","created_at":"2025-10-03 19:42:45","extension":"png","order_by":2,"title":"Figure 2","display":"","copyAsset":false,"role":"figure","size":292732,"visible":true,"origin":"","legend":"\u003cp\u003eConnections between theoretical sources, authors and thematic descriptors in the field of service-learning: an analysis using a Sankey diagram.\u003c/p\u003e","description":"","filename":"floatimage2.png","url":"https://assets-eu.researchsquare.com/files/rs-7263517/v1/adf05a54835ae0326477d57b.png"},{"id":92747137,"identity":"79cb4ff6-6c43-4677-8a28-7c0e644510e1","added_by":"auto","created_at":"2025-10-03 19:42:45","extension":"jpeg","order_by":3,"title":"Figure 3","display":"","copyAsset":false,"role":"figure","size":58766,"visible":true,"origin":"","legend":"\u003cp\u003eHistorical network of direct citations\u003c/p\u003e","description":"","filename":"floatimage3.jpeg","url":"https://assets-eu.researchsquare.com/files/rs-7263517/v1/2e750a6f4aaefce1f393e023.jpeg"},{"id":92747888,"identity":"517da8d8-b62d-4cbf-883a-6d5ecd583230","added_by":"auto","created_at":"2025-10-03 19:58:45","extension":"png","order_by":4,"title":"Figure 4","display":"","copyAsset":false,"role":"figure","size":401037,"visible":true,"origin":"","legend":"\u003cp\u003eKeyword co-occurrence network.\u003c/p\u003e","description":"","filename":"floatimage4.png","url":"https://assets-eu.researchsquare.com/files/rs-7263517/v1/065ea838e0193b431e62e51c.png"},{"id":92747152,"identity":"677053ed-c14d-4e9d-a1d0-c561a7d55c05","added_by":"auto","created_at":"2025-10-03 19:42:46","extension":"png","order_by":5,"title":"Figure 5","display":"","copyAsset":false,"role":"figure","size":55099,"visible":true,"origin":"","legend":"\u003cp\u003eTemporal evolution of research topics.\u003c/p\u003e","description":"","filename":"floatimage5.png","url":"https://assets-eu.researchsquare.com/files/rs-7263517/v1/a9029e69091fe58871aa04b4.png"},{"id":92747337,"identity":"86372903-e483-468a-8fb4-dbfc2300a2bd","added_by":"auto","created_at":"2025-10-03 19:50:45","extension":"jpeg","order_by":6,"title":"Figure 6","display":"","copyAsset":false,"role":"figure","size":155352,"visible":true,"origin":"","legend":"\u003cp\u003eThematic Map of Research on SL in Higher Education Focused on Inclusive Competency Development.\u003c/p\u003e","description":"","filename":"floatimage6.jpeg","url":"https://assets-eu.researchsquare.com/files/rs-7263517/v1/7d421aef0adc87240859caed.jpeg"},{"id":101854797,"identity":"88231ec4-549b-4c49-a3f9-9e77f9375b7e","added_by":"auto","created_at":"2026-02-04 10:41:09","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":1726883,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-7263517/v1/84c52067-711b-4bec-bede-234a33253d5c.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"\u003cp\u003eService-learning as a strategy for inclusive education in higher education. A bibliometric analysis\u003c/p\u003e","fulltext":[{"header":"1. Introduction","content":"\u003cp\u003eService-learning (SL) is a type of educational methodology that integrates academic learning with community service [\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e, \u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e, \u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e]. This methodology enables students to participate in solidarity projects that respond to the needs of vulnerable communities, while creating spaces for active participation among individuals with diverse abilities, cultural backgrounds, or social conditions [\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e]. This methodology is inspired by the thinking of John Dewey, who advocated for an education oriented towards social and community engagement, rather than individualism [\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e]. In recent decades, SL has gained importance in higher education, emerging as an effective and inclusive educational method, particularly in the university context [\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e, \u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e7\u003c/span\u003e]. In this context, higher education faces the challenge of training competent professionals while promoting inclusion, ensuring access, participation, and success for all students [\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e]. This goal requires a transformation of learning environments, pedagogical approaches, and institutional cultures, making them truly responsive to diversity [\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e, \u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e10\u003c/span\u003e]. Although educational inclusion is traditionally associated with the early stages of the education system, it has recently become increasingly relevant in other higher education institutions, such as universities, despite persistent barriers, including a lack of teacher training or accessible resources [\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e, \u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e12\u003c/span\u003e].\u003c/p\u003e\u003cp\u003eSL has been considered an inclusive tool that favours the development of skills such as leadership, empathy, and sensitivity to diversity [\u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e13\u003c/span\u003e]. It was also found that teachers who have participated in SL situations show greater predisposition towards inclusion [\u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e14\u003c/span\u003e]. Other studies have also indicated that SL can favour the development of academic and personal skills in students with special educational needs [\u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e15\u003c/span\u003e].\u003c/p\u003e\u003cp\u003eThe convergence between SL and educational inclusion fosters pedagogical innovation, particularly in terms of attention to diversity [\u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e16\u003c/span\u003e, \u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e17\u003c/span\u003e, \u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e18\u003c/span\u003e] and the promotion of competences for coexistence in diverse contexts [\u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e19\u003c/span\u003e]. However, for SL to act as a real driver of inclusion, its implementation implies ensuring accessibility through Universal Design for Learning (UDL), diversifying roles and tasks, removing barriers to participation, offering personalised support, and actively valuing diversity among students [\u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e20\u003c/span\u003e].\u003c/p\u003e\u003cp\u003eThe results of this work will provide a perspective based on a bibliometric analysis that will enable us to understand the evolution of SL in higher education regarding educational inclusion and will contribute to identifying the current state of this line of research.\u003cp\u003e\u003c/p\u003e\u003c/div\u003e"},{"header":"2. Methods and materials","content":"\u003cdiv id=\"Sec2\" class=\"Section2\"\u003e\u003ch2\u003e2.1 Research questions\u003c/h2\u003e\u003cp\u003eThe primary objective of this bibliometric study is to comprehensively analyze the evolution, impact, and research dynamics surrounding SL in higher education, with a focus on developing inclusive competencies in students. To achieve this purpose, various aspects of the field are examined, including publication trends, the most influential authors and sources, academic collaborations, predominant thematic lines, and emerging research challenges.\u003c/p\u003e\u003cp\u003eBased on these axes, the following research questions have been formulated to guide the analysis: RQ1: How has the scientific production on SL in higher education oriented towards inclusive student competences evolved over time? RQ2: Which are the most relevant authors, sources, and countries in the development of this line of research? RQ3: What key academic collaborations and co-citation networks have been consolidated in the field of study? RQ4: What themes, lines of research, and barriers are identified from the keyword co-occurrence analysis? These questions are addressed using bibliometric analysis techniques, including indicators of productivity, citation impact, co-citation and co-occurrence networks, thematic analysis, and detection of emerging trends, based on data extracted from the Web of Science (WoS) database.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec3\" class=\"Section2\"\u003e\u003ch2\u003e2.2 Tools for the structured analysis of scientific knowledge\u003c/h2\u003e\u003cp\u003eIn the current context of mass production of scientific data, the growing volume of literature in various areas of knowledge poses significant challenges for its organization and systematic analysis. The thematic dispersion and heterogeneity of approaches make it difficult for researchers to identify the most relevant and up-to-date contributions within their field of study (21). In this scenario, bibliometric analysis has established itself as an effective quantitative methodology that enables the examination and visualization of the evolution of a line of research, its cognitive structures, and collaborative relationships. This technique is applied in this study through the combination of performance analysis and scientific mapping, which facilitates the study of scientific productivity by authors, countries, and sources, as well as the identification of co-citation networks, co-authorship, and co-occurrence of keywords.\u003c/p\u003e\u003cp\u003eFor this purpose, we utilized the Bibliometrix package in R, a widely validated open-source tool that integrates statistical functions, graphical capabilities, and data mining algorithms [\u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e22\u003c/span\u003e]. This approach provides a solid basis for detecting emerging trends, assessing the impact of publications and authors, and identifying SL in literature. Additionally, it enables an objective evaluation of the quality of scientific journals. It facilitates strategic decision-making in funding or academic promotion processes [\u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e23\u003c/span\u003e]. Therefore, the use of bibliometric tools not only enhances the understanding of the current state of the art but also guides the future direction of the field under study by providing a clear and structured representation of accumulated knowledge.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec4\" class=\"Section2\"\u003e\u003ch2\u003e2.3 Sources of information and data collection procedures\u003c/h2\u003e\u003cp\u003eThe data for this research were obtained from the WoS database in the Core Collection section, selected for its scientific rigour and broad coverage of peer-reviewed academic literature. A systematic search was conducted using a combination of keywords aligned with the study's objective. Specifically, the terms \"service-learning\" (also referred to as \"experiential learning\", \"community-based learning\"), \"higher education\" (such as \"university education\", \"tertiary education\", \"post-secondary education\"), \"inclusion\" (e.g. \"inclusive practices\", \"educational equity\", \"social inclusion\", \"equity\") and \"competences\" (such as \"skills\", \"capacities\", \"transversal competences\") were used. The final search equation used was: \"service learning\" AND \"higher education\" AND inclusion OR equality AND skills, resulting in a total of 1,614 documents.\u003c/p\u003e\u003cp\u003eTo delimit the corpus and ensure its relevance to the research objective, the following inclusion criteria were applied:\u003c/p\u003e\u003cp\u003e\u003cul\u003e\u003cli\u003e\u003cp\u003e- Thematic area: documents that address SL about the development of inclusive competences.\u003c/p\u003e\u003c/li\u003e\u003cli\u003e\u003cp\u003e- Study population: focused exclusively on the higher education community in the field of higher education.\u003c/p\u003e\u003c/li\u003e\u003cli\u003e\u003cp\u003e- Language: Only documents in English were selected.\u003c/p\u003e\u003c/li\u003e\u003cli\u003e\u003cp\u003e- Publication date: only studies published from 2011 to 2024 were considered.\u003c/p\u003e\u003c/li\u003e\u003cli\u003e\u003cp\u003e- Source type: only peer-reviewed scientific articles were included.\u003c/p\u003e\u003c/li\u003e\u003c/ul\u003e\u003c/p\u003e\u003cp\u003eIn parallel, exclusion criteria were established to purify the corpus:\u003c/p\u003e\u003cp\u003e\u003cul\u003e\u003cli\u003e\u003cp\u003e- Papers not explicitly related to SL or addressing it superficially.\u003c/p\u003e\u003c/li\u003e\u003cli\u003e\u003cp\u003e- Studies focused on other educational levels (secondary, basic, or non-formal education).\u003c/p\u003e\u003c/li\u003e\u003cli\u003e\u003cp\u003e- Publications in languages other than English.\u003c/p\u003e\u003c/li\u003e\u003cli\u003e\u003cp\u003e- Non-peer-reviewed articles, such as conference proceedings, editorials, theses, reviews, or technical reports.\u003c/p\u003e\u003c/li\u003e\u003cli\u003e\u003cp\u003e- Research published outside the established time period.\u003c/p\u003e\u003c/li\u003e\u003c/ul\u003e\u003c/p\u003e\u003cp\u003eAfter applying these filters, 629 documents were excluded from the initial total: 87 due to language, 267 due to publication date, and 265 due to document type, resulting in a final matrix of 985 scientific articles that form the basis of the bibliometric and thematic analysis in the present study.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec5\" class=\"Section2\"\u003e\u003ch2\u003e1.4 Data analysis\u003c/h2\u003e\u003cp\u003eThe data analysis was developed from the 985 selected papers. The data were extracted from the Web of Science database in .txt format, which allowed us to retain complete information on authors, titles, abstracts, keywords, sources, and citations. This matrix was imported into the Bibliometrix software [\u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e24\u003c/span\u003e], a bibliometric analysis tool based on R, through its Biblioshiny graphical interface, which facilitates the exploration, visualization, and interpretation of bibliographic data. This methodology has established itself as a rigorous and replicable approach to study the evolution and structure of knowledge in a scientific field [\u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e25\u003c/span\u003e]. The analysis was structured on two main levels [\u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e26\u003c/span\u003e, \u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e27\u003c/span\u003e]:\u003c/p\u003e\u003cp\u003e\u003cul\u003e\u003cli\u003e\u003cp\u003eBibliometric analysis, with the aim of identifying the structure of scientific production in higher education, focused on the development of inclusive competences. We analyzed: (1) The temporal distribution of publications and citations, allowing us to identify patterns of growth and consolidation of the field. (2) The authors with the highest volume of production and citation, as well as their co-authorship networks, are the most productive and influential publication sources, and the most cited documents, as indicators of academic impact. (3) Institutional and international collaboration, evidenced in cooperation with SL.\u003c/p\u003e\u003c/li\u003e\u003cli\u003e\u003cp\u003eThematic and conceptual analysis, aimed at exploring the internal dynamics of the knowledge produced. (4) This included: an analysis of the co-occurrence of key words, which made it possible to identify the dominant and emerging thematic axes; the analysis of the temporal evolution of key terms, which made it possible to visualize the transformations of the lines of research over time; and the generation of thematic SL to locate the clusters according to their density (degree of development) and centrality (relevance in the field), which made it possible to identify four blocks of content: motor themes, which are consolidated areas, with high density and centrality, leading the development of the field; peripheral themes, which present a high degree of internal development, but are disconnected from the thematic core, being relevant but isolated; emerging or declining themes, which are poorly developed areas with little linkage to the core field, which may indicate both an initial phase and a loss of interest; and basic or transversal themes, which show great centrality but little density, acting as structural axes of knowledge, with a strong presence but still in the process of internal consolidation [\u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e28\u003c/span\u003e]. These resources enable the identification of potential limitations in the field, highlighting areas of knowledge and underdevelopment, which are helpful in guiding future research.\u003c/p\u003e\u003c/li\u003e\u003c/ul\u003e\u003c/p\u003e"},{"header":"3. Results","content":"\u003c/div\u003e\u003cdiv id=\"Sec6\" class=\"Section2\"\u003e\u003ch2\u003e3.1 RQ1. Temporal evolution of publications and current situation.\u003c/h2\u003e\u003cp\u003eBetween 2011 and 2024, the scientific output on SL in higher education oriented towards inclusive competences shows an upward trend (Fig.\u0026nbsp;\u003cspan refid=\"Fig1\" class=\"InternalRef\"\u003e1\u003c/span\u003e). Between 2011 and 2016, production was low and stable, with fewer than 30 publications per year. From 2017 onwards, growth becomes steady, with the number of publications exceeding 50 in 2019. From 2020, the increase is exponential, possibly driven by the 2030 Agenda, SDG 4, and the post-COVID-19 context. In 2024, the threshold of 175 articles was surpassed, consolidating SL as a relevant field in the academic literature linked to educational inclusion.\u003c/p\u003e\u003cp\u003e\u003c/p\u003e\u003cp\u003eFigure \u003cspan refid=\"Fig2\" class=\"InternalRef\"\u003e2\u003c/span\u003e, presented here, is a Sankey diagram that allows us to visualize the connections between the most cited references (CR), the authors who use them (AU), and the main thematic descriptors of their publications (DE) in an integrated way. This type of representation is beneficial for understanding the cognitive structure of a research field, as well as the dynamics of influence between theoretical sources, knowledge-producing agents, and the topics they address.\u003c/p\u003e\u003cp\u003eFirstly, the research dynamics reflects a bibliographical ecosystem in which approaches from the economics of education, social studies on equity and gender, and educational research methodologies converge. Authors such as Esping-Andersen, Hanushek, Sch\u0026uuml;tz, and Creswell constitute theoretical and methodological pillars that have been recurrently adopted by the most active researchers in the field. This suggests that SL, although a didactic methodology, is anchored in broader debates about social justice, educational opportunities, and research design, indicating a growing maturity of the field.\u003c/p\u003e\u003cp\u003eIn terms of impact and scientific production, a core of authors with high centrality, such as Green A, Pensiero N, and Van de Werfhorst HG, articulate the knowledge generated around SL, addressing issues of inclusion, equity, gender, and higher education. The connectivity of these authors with a diverse range of references indicates a multidisciplinary approach, where research not only analyzes the effectiveness of the methodology in pedagogical terms but also its transformative potential to foster inclusive competences, especially in contexts of inequality.\u003c/p\u003e\u003cp\u003eFinally, regarding the predominant themes, the descriptors most closely linked to the publications analyzed include inequality, gender equality, higher education, inclusion, skills, and service learning. The appearance of service learning as a descriptor, although with less comparative weight, indicates that it is an emerging line within a broader field oriented towards equity and social justice. This thematic placement underscores the importance of making SL visible not only as a pedagogical strategy but also to foster more inclusive educational environments.\u003c/p\u003e\u003cp\u003e\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec7\" class=\"Section2\"\u003e\u003ch2\u003e3.2 RQ2. Most relevant scientific production in the field of study (authors, journals and reference documents).\u003c/h2\u003e\u003cp\u003eThe results of the analysis of scientific production show a growing consolidation of the field of SL in higher education, particularly in its link with the development of inclusive competences. Ludger Woessmann and Herman van de Werfhorst stand out, whose contributions, although not exclusively focused on SL, address fundamental issues such as educational equity, social inclusion, and inequalities of opportunity, key aspects that theoretically underpin much research in this field. On the other hand, authors such as Zehra Altinay and Faith Valencia-Forrester present a production that is more specifically focused on SL in diverse educational contexts, exploring its potential to promote inclusive competencies. This combination of wide-ranging theoretical references with specialists in methodology is evidence of a solid, interdisciplinary, and expanding research structure, where SL is positioned as a relevant educational approach to respond to the challenges of inclusion and social justice in higher education.\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eList of the 10 most productive authors in the field of service-learning research in education with inclusive strategies emphasizing their contributions and influence based on the number of publications, h-index, and total citations (SPs\u0026thinsp;=\u0026thinsp;searched publications; TPs\u0026thinsp;=\u0026thinsp;total publications; and TCs\u0026thinsp;=\u0026thinsp;total citations).\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"8\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c8\" colnum=\"8\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003eAuthor\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003eSPs\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e\u003cp\u003eTPs\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c5\"\u003e\u003cp\u003eh-Index\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c6\"\u003e\u003cp\u003eTCs\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c7\"\u003e\u003cp\u003eCurrent Affiliation\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c8\"\u003e\u003cp\u003eCountry\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eAltinay, Zehra\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e4\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e98\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e11\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e663\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eNear East University\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003eTutkey\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e2\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eVan de Werfhorst, Herman\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e3\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e95\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e37\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e4,163\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eUniversity of Amsterdam\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003eHolland\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e3\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eHarmoinen, Merja\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e3\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e8\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e3\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e27\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eTampere University\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003eFinland\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e4\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eGreen, Andy\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e3\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e47\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e12\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e487\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eUCL Institute of Education\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003eUnited Kingdom\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e5\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003ePensiero, Nicola\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e3\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e14\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e6\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e132\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eUniversity of Southampton\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003eUnited Kingdom\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e6\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eValencia-Forrester, Faith\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e3\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e13\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e5\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e97\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eCharles Sturt University\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003eAustralia\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e7\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eBaten, Joerg\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e3\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e81\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e23\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e1,781\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eEberhard Karls University of Tubingen\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003eGermany\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e8\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eSuominen, Tarja\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e3\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e148\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e27\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e2,211\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eUniversity of Eastern Finland\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003eFinland\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e9\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eWoessmann, Ludger\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e3\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e85\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e36\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e6,528\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eStanford University\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003eUnited States\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e10\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eBackhaus, Bridget\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e2\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e33\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e5\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e98\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eGriffith University\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003eAustralia\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eIn terms of publication sources, the data reveal that journal Sustainability stands out with 24 publications identified, consolidating its position as the primary vehicle for dissemination in this area. Its cross-cutting approach allows for the integration of social, educational, and ethical perspectives, which explains its prominence in a field such as SL, which is closely linked to the values of social justice and inclusion. Likewise, journals ranked in the Q1 quartile of the JCR, such as Frontiers in Psychology, Gender, Work and Organization, and the International Journal of Educational Development, demonstrate that research on SL and inclusion is establishing itself in high-impact academic spaces. This suggests a growing recognition of the value of this line of study for understanding and transforming educational contexts from an interdisciplinary and critical perspective. It is also significant that some journals with high productivity in the field, such as Education Sciences or the International Journal of Environmental Research and Public Health, although with a lower impact index, are actively contributing to the visibility of emerging research in the area, many of which focus on experiences of teaching innovation, competence analysis and inclusive methodologies.\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab2\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 2\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eTop 10 most productive journals on service-learning in higher education focused on inclusive competency development (2011\u0026ndash;2024). (SPs\u0026thinsp;=\u0026thinsp;searched publications; CDs\u0026thinsp;=\u0026thinsp;citations to date 2024; JIF2024\u0026thinsp;=\u0026thinsp;Journal Impact Factor 2024; JCI2024\u0026thinsp;=\u0026thinsp;Journal Citation Indicator 2024; BQ\u0026thinsp;=\u0026thinsp;Best JCR 2024 quartile).\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"7\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003eJournal\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003eSPs\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e\u003cp\u003eJIF 2024\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c5\"\u003e\u003cp\u003eJCI 2024\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c6\"\u003e\u003cp\u003eBQ\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c7\"\u003e\u003cp\u003ePublisher\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eSustainability\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e24\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e3.3\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e0.67\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003eQ2\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eMDPI\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e2\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eFrontiers in Psychology\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e8\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e2.9\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e0.97\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003eQ1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eFrontiers Media S.A.\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e3\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eGender work and organization\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e8\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e3\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e1.39\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003eQ1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eWiley\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e4\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eInternational journal of educational development\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e7\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e2.4\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e1.31\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003eQ1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eElsevier\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e5\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003ePLOS one\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e7\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e2.6\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e0.85\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003eQ2\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003ePublic library science\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e6\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eEducation sciences\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e6\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eMDPI\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e7\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eInternational journal of environmental research and public health\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e6\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e4.614 (2021)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e0.93 (2021)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003eQ1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eMDPI\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e8\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eBritish journal of social work\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e5\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1.5\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e0.99\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003eQ1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eOxford University Press\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e9\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eCompare \u0026ndash; A journal of comparative and international education\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e5\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1.9\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e0.89\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003eQ2\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eRoutledge journals, Taylor \u0026amp; Francis LTD.\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e10\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eEquality, diversity and inclusion\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e4\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e2.2\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e0.75\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003eQ1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eEmerald Group Publishing Ltd\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eFinally, the analysis of the most cited documents reveals a thematic evolution that connects SL with axes such as social justice, empathy, sustainability, inclusion, and community engagement, which are key elements for building inclusive competencies in university students. Some studies stand out, exploring the connections between universities and society from a rhizomatic perspective [\u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e29\u003c/span\u003e], while others focus on the practical application of SL for inclusive education in Australia [\u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e30\u003c/span\u003e]. Other works [\u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e31\u003c/span\u003e, \u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e32\u003c/span\u003e] explore the development of empathy and social-emotional learning, which are crucial for transformative education. There is also a growing interest in intersectional and innovative approaches, such as digital SL in the context of pandemics [\u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e33\u003c/span\u003e] or ecofeminist approaches in sports science [\u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e34\u003c/span\u003e]. Although some studies do not focus exclusively on SL, its inclusion is justified by addressing inclusive competences in contexts of internationalization, sustainability, or educational justice.\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab3\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 3\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eTop 10 most influential documents on service-learning in higher education focused on inclusive competency development (2011\u0026ndash;2024). TCs = (Total Citations).\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"5\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003eTitle\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003eAuthors/Year\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e\u003cp\u003eSource\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c5\"\u003e\u003cp\u003eTCs\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eTaiwanese college students' motivation and engagement for English learning in the context of internationalization at home: a comparison of students in EMI and non-EMI programs\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eChen \u0026amp; Kraklow (2015)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eJournal of Studies in International Education\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e34\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e2\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eService-learning within higher education: rhizomatic interconnections between university and the real world\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eCarrington (2011)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eAustralian Journal of Teacher Education\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e29\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e3\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eSocial justice and the future of higher education kinesiology\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eCulp (2016)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eQuest\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e28\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e4\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003ePractical aspects of service learning make work-integrated learning a wise practice for inclusive education in Australia.\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eValencia-Forrester et al. (2019)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eInternational Journal of Work-Integrated Learning\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e24\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e5\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eSignificant socio-emotional learning and improvement of empathy in physiotherapy students through service-learning methodology: A mixed-methods research\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eRodr\u0026iacute;guez-Nogueira et al. (2020)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eNurse education today\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e22\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e6\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eThe effects of service-learning on physical education teacher education: A case study on the border between Africa and Europe\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eChiva-Bartoll et al. (2021)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eEuropean Physical Education Review\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e18\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e7\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eEnvironmental sustainability and social justice in Higher Education: a critical (eco)feminist service-learning approach in sports sciences\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eCuenca-Soto et al. (2023)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eTeaching in Higher Education\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e15\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e8\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eStand Together by Staying Apart: Extreme Online Service-Learning during the Pandemic\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eCompare \u0026amp; Albanesi (2022)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eInternational Journal of Environmental Research and Public Health\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e10\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e9\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eA systematic meta-analysis and meta-synthesis of the impact of service-learning programs on university students' empathy\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eGordon et al. (2022).\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eEducational Research Review\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e8\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e10\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eBridging Generation GSL Through Service-Learning in Higher Education: A Systematic Review\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eAl\u0026aacute;ez et al. (2022)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eFrontiers in Education\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e6\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec8\" class=\"Section2\"\u003e\u003ch2\u003e3.3 RQ3. Scientific collaboration patterns and Co-Citation structures.\u003c/h2\u003e\u003cp\u003eFigure \u003cspan refid=\"Fig3\" class=\"InternalRef\"\u003e3\u003c/span\u003e illustrates a historical network of direct citations, enabling the visualization of the evolution and intellectual connections between the most influential works on SL in higher education, focusing on the development of inclusive competences, from 2011 to 2024. Through the size of the nodes (representing the number of citations received) and the lines connecting the papers (direct citations), the sequential influence between key publications is observed. Some studies constitute the most prominent hubs, acting as a tipping point in the network [\u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e35\u003c/span\u003e, \u003cspan citationid=\"CR36\" class=\"CitationRef\"\u003e36\u003c/span\u003e]. These papers have received a high number of citations and have directly influenced subsequent work, indicating their foundational or landmark role in the theoretical and practical development of the field through their focus on educational equity policies or inclusive competences from a critical perspective.\u003c/p\u003e\u003cp\u003eIn parallel, there is another important strand of research [\u003cspan citationid=\"CR37\" class=\"CitationRef\"\u003e37\u003c/span\u003e, \u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e38\u003c/span\u003e, \u003cspan citationid=\"CR39\" class=\"CitationRef\"\u003e39\u003c/span\u003e] which represents a more recent and growing line of research, focusing on institutional and comparative approaches. This subgroup, linked by mutual citations, reflects a more structured conceptual evolution, with empirical or policy-oriented studies on how inclusive competences are implemented in different education systems. It also highlights an emerging network in shades of brown, led by some research, which points to current work focusing on pedagogical innovation [\u003cspan citationid=\"CR40\" class=\"CitationRef\"\u003e40\u003c/span\u003e]. In turn, other studies are positioned as conceptual antecedents that still retain some impact, although their influence seems less interconnected at present [\u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e41\u003c/span\u003e, \u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e42\u003c/span\u003e].\u003c/p\u003e\u003cp\u003e\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec9\" class=\"Section2\"\u003e\u003ch2\u003e3.4 RQ4. Mapping emerging topics, research lines and barriers in inclusive service-learning in higher education\u003c/h2\u003e\u003cp\u003eFigure \u003cspan refid=\"Fig4\" class=\"InternalRef\"\u003e4\u003c/span\u003e visually represents the keywords that appear most frequently in the scientific literature on SL in higher education, focusing on the development of inclusive competences. Its analysis allows us to identify the main thematic areas and research trends associated with this field, in line with analyzing its evolution, impact, and dynamics. Firstly, a central thematic core is observed, made up of the terms \"education\", \"equality\", \"skills\", \"students\", and \"gender\", which stand out as the most recurrent and connected. This suggests that SL in higher education is primarily studied through approaches that articulate skills development with a perspective of equity and inclusion, particularly in relation to gender.\u003c/p\u003e\u003cp\u003eSecondly, the figure reveals several distinct thematic clusters. On the one hand, the purple cluster groups terms such as inequality, employment, framework, and institutions, which evidence a structural approach that links SL to public policies, regulatory frameworks, and institutional contexts. On the other hand, the red cluster, centered on women's empowerment, diversity, and identity, suggests an interest in the inclusion of historically marginalized groups and the promotion of female leadership through this type of methodology. Additionally, other clusters, such as the green cluster (focused on achievement, behavior, science, and mathematics), examine the impact of SL on educational outcomes and academic competencies. Terms related to emerging methodologies and contexts, such as technology, meta-analysis, intervention, or engagement, also appear, indicating a shift towards more systematic and interdisciplinary approaches oriented towards evaluating the real impact of these practices.\u003c/p\u003e\u003cp\u003e\u003c/p\u003e\u003cp\u003eFigure \u003cspan refid=\"Fig5\" class=\"InternalRef\"\u003e5\u003c/span\u003e illustrates the temporal evolution of key topics between 2011 and 2024, enabling us to identify significant trends in study. Through the appearance and persistence of specific terms, it is possible to interpret how academic interest has evolved and which dimensions have become more relevant over time. In the first years (2011\u0026ndash;2016), the topics focused on more general or structural aspects such as mortality, perspectives, cognitive skills, patience and ability, which could reflect an initial phase of exploration in health or care contexts, where service-learning began to be applied as a training strategy. Terms such as access, conflict, and diversity are also observed, showing an early concern for social and equity issues.\u003c/p\u003e\u003cp\u003eFrom 2017 onwards, interest in dimensions directly related to the educational sphere, such as knowledge, opportunity, attitudes, and experiences, began to consolidate, signaling a shift towards understanding how students experience and construct learning through these methodologies. The entry of terms such as education, skills, and equality, especially between 2019 and 2021, marks a thematic turning point, where attention is focused on the link between SL and the development of inclusive competences, not only from the acquisition of technical skills, but also from a transformative perspective on equity, social justice and active citizenship. In recent years (2021\u0026ndash;2023), there has been an increased interest in topics such as gender, women, work, and technology, which is interpreted as a broadening of the inclusive approach towards gender and digitalization dimensions. The presence of impact, expectations, and mathematics also suggests a growth in evaluative and disciplinary studies, which explore the effect of SL on specific areas of knowledge, while examining student expectations and their relationship to learning outcomes.\u003c/p\u003e\u003cp\u003e\u003c/p\u003e\u003cp\u003eFigure \u003cspan refid=\"Fig6\" class=\"InternalRef\"\u003e6\u003c/span\u003e represents a thematic map that classifies the main lines of research in the field of SL in higher education, specifically oriented towards the development of inclusive competences. In the basic themes (bottom right) are the terms education, skills, and women. These concepts appear as fundamental themes within the research corpus, albeit with low density, indicating that many publications revolve around them. Terms such as equality, inequality, and technology also appear, with a low density, which can be seen as an emerging line of research that is just beginning to be integrated into academic discourse. In addition, technology, a potential tool for promoting equity, is marginally treated, which reveals a limitation in integrating inclusive approaches with pedagogical innovation.\u003c/p\u003e\u003cp\u003eWithin the specialized or niche topics (top left), terms such as opportunity, institutions, earnings, intervention, risk, and satisfaction appear. These are conceptually well-developed topics, but they lack a clear connection to the rest of the field. Their presence in this area implies that these lines of research have been approached from frameworks, possibly linked to institutional impact assessments, specific educational interventions based on SL, the analysis of students' risk of social or academic exclusion, and student satisfaction as an indicator of the quality and impact of these methodologies. However, their thematic isolation limits their contribution to the overall development of a broader inclusive perspective and may evidence a tendency to treat SL from a technocratic or economic approach.\u003c/p\u003e\u003cp\u003eThe absence of topics within the motor themes (upper right quadrant) is striking, indicating that the field still lacks highly developed and central lines of research. This suggests a lack of strong integration between the key themes that would structure inclusive learning through SL in a cohesive manner. The absence of driving cores could be interpreted as a general weakness in the field in terms of theoretical and practical maturity. Furthermore, there are no declining themes (bottom left), which can be interpreted from a double perspective: either the field is in a phase of thematic consolidation, without clearly identifiable emerging lines, or the emerging themes have not yet reached the necessary level of density to be detected by the analysis. This represents a strategic opportunity to explore new lines of research.\u003c/p\u003e\u003cp\u003eThe centre is characterized by cross-cutting themes, including topics such as work, employment, and policy, which strike a balance between centrality and density, serving as bridges between the different thematic blocks. These themes reflect a concern to link SL with employability, institutional policies, and labour dynamics. While this is positive from the perspective of students' professional insertion, it can also generate a functionalist vision of SL if it is not articulated with ethical and transformative objectives related to inclusion and equity.\u003c/p\u003e"},{"header":"4. DISCUSSION","content":"\u003cp\u003eThe findings of this bibliometric study confirm that Service-Learning (SL) is progressively consolidating as a pedagogical strategy in higher education with great potential for the development of inclusive competences. However, this consolidation does not yet translate into a systematic and widespread integration of inclusion as a cross-cutting theme in the design and implementation of SL experiences. Despite multiple studies highlighting its academic, personal, and social benefits [\u003cspan citationid=\"CR43\" class=\"CitationRef\"\u003e43\u003c/span\u003e, \u003cspan citationid=\"CR44\" class=\"CitationRef\"\u003e44\u003c/span\u003e], the field exhibits an uneven evolution with significant shortcomings.\u003c/p\u003e\u003cp\u003eRegarding the temporal evolution (RQ1), there has been a sustained growth in scientific production since 2017, particularly after 2020, which may be linked to the 2030 Agenda and the commitments associated with SDG 4. This expansion reflects a greater concern for aligning training processes with the objectives of social justice, equity, and inclusion. However, this positive trend has not yet led to the development of a consolidated body of theory and a clear articulation of inclusive good practices in SL. [\u003cspan citationid=\"CR45\" class=\"CitationRef\"\u003e45\u003c/span\u003e].\u003c/p\u003e\u003cp\u003eRegarding scientific production and academic references (RQ2), the study identifies a research ecosystem comprising both influential figures in the field of educational equity (Woessmann, van de Werfhorst) and authors focused on concrete experiences of inclusive SL (Altinay, Valencia-Forrester). This duality is evidence of a field in tension between macro-structural perspectives and practical approaches. In turn, the presence of journals such as Sustainability or Frontiers in Psychology suggests that SL is part of interdisciplinary debates, although often prioritising the social or psychological component over inclusive education in the strict sense.\u003c/p\u003e\u003cp\u003eIn terms of scientific collaboration (RQ3), the results reveal a growing but fragmented network. Although there are seminal works that articulate the theoretical development of the field [\u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e35\u003c/span\u003e, \u003cspan citationid=\"CR36\" class=\"CitationRef\"\u003e36\u003c/span\u003e], a cohesive academic community specifically focused on SL as a tool for inclusion in higher education has yet to be consolidated. This dispersion limits the construction of solid conceptual frameworks adaptable to diverse contexts, underscoring the need to foster international collaborations that articulate theory, empirical evidence, and inclusive methodological proposals.\u003c/p\u003e\u003cp\u003eIn terms of emerging thematic lines and barriers (RQ4), the analyses show a field dominated by key concepts such as \"education\", \"skills\", \"equality\", or \"gender\". However, the scarce appearance of terms such as \"disability\", \"accessibility\", or \"universal design\" suggests a still partial view of inclusion, primarily focused on the gender approach or general equity issues. Furthermore, the fact that there are no \"driving themes\" on the thematic map shows a lack of integration between the different dimensions of inclusive SL. This thematic disconnection hinders the formation of a cohesive field of knowledge, suggesting that, despite growing interest, conceptual and methodological barriers still prevent a more robust and articulated development.\u003c/p\u003e\u003cp\u003eA critical aspect that emerges from this study is the paucity of research that assesses explicitly the inclusiveness of SL experiences themselves. Most work tends to focus on general positive effects (empathy, skills, social awareness), without addressing whether such experiences have been designed on inclusive principles. This represents a key limitation and a priority line for future research: to generate evidence on how the principles of accessibility, equal participation, and recognition of diversity are, or are not, incorporated at each stage of the design and implementation of SL projects.\u003c/p\u003e\u003cp\u003eThese results underline the need to move towards greater conceptual coherence, methodological integration, and structural inclusion within the field of study itself. It is pertinent to continue exploring the potential learning associated with these categories to shed further light on SL as a pedagogical model [\u003cspan citationid=\"CR46\" class=\"CitationRef\"\u003e46\u003c/span\u003e].\u003c/p\u003e"},{"header":"5. CONCLUSIONS","content":"\u003cp\u003eThe data obtained in the study reveal a growing and multidisciplinary evolution of scientific production, which extends beyond journals in the field of education to encompass fields such as psychology, gender studies, and public health. This reinforces the idea that inclusive SL is an expanding field of study, with both academic and social impact, and in tune with the contemporary challenges of higher education.\u003c/p\u003e\u003cp\u003eResearch on SL not only addresses formative aspects but also integrates structural dimensions (such as gender equity and socio-economic inequality) and pedagogical dimensions (such as achievement and motivation). It also shows an evolution towards more critical, integrative, and evidence-based approaches.\u003c/p\u003e\u003cp\u003eAn evolution can be observed, reflecting a gradual complexification of the field, where SL is consolidating as a pedagogical tool not only for academic development but also as an engine for inclusion, empowerment, and social transformation in higher education. There is a convergence between equality, education, competences, and technology, which indicates an integrating trend that articulates pedagogical, ethical, and social aspects in the formation of inclusive competences.\u003c/p\u003e"},{"header":"6. Limitations and Recommendations","content":"\u003cp\u003eWhile this study provides a structured and detailed overview of the evolution of inclusion-oriented SL in higher education, it has some limitations that need to be considered. Despite the accumulated evidence, there is a lack of research that specifically addresses the relationship between SL and inclusion in specific dimensions, such as adaptive learning, attention to functional diversity, or intersectional equity. This still incipient focus suggests that this line of study is in its early stages of development and requires further theoretical and empirical refinement to consolidate its applicability in diverse university contexts.\u003c/p\u003e\u003cp\u003eFurthermore, the analysis focused exclusively on documents indexed in the Web of Science, which, while guaranteeing a high standard of scientific quality, may exclude relevant works published in other databases or languages other than English. Furthermore, the bibliometric approach, due to its quantitative nature, does not allow for an in-depth exploration of the contexts of application or the specific impacts of SL experiences in different educational realities.\u003c/p\u003e\u003cp\u003eMoreover, the results reflect a field still in the process of consolidation. The lack of driving themes in the thematic analysis and the low density of certain areas suggest that the theoretical development of inclusive SL in higher education has not yet reached sufficient maturity. This should be interpreted not as a definite weakness, but as a strategic opportunity to direct future research towards building more robust integrative frameworks.\u003c/p\u003e\u003cp\u003eLooking ahead, there is a need to conduct more in-depth studies on the mechanisms by which SL contributes to the development of inclusive competences. It is also key to explore intersectional approaches that integrate gender, technology, sustainability, and social justice, as well as strengthen impact evaluation in specific institutional contexts. Finally, the underdevelopment of thematic clusters and the absence of highly consolidated driving forces provide an opportunity to consolidate integrative theoretical frameworks and pedagogical approaches that articulate inclusion, innovation, and civic engagement in higher education.\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eAuthor contributions:\u003c/strong\u003e AGSA, JLCG and DPJ designed the study. JLCG was responsible for the data analysis, interpretation and extraction. PHD and AGSA, conducted the systematic literature search. PHD and AGSA wrote the main manuscript text, while JLGC, PHD and AGSA contributed to the review and editing of the final version. All authors reviewed and approved the manuscript.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFunding:\u003c/strong\u003e This study received no external funding.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eData availability:\u0026nbsp;\u003c/strong\u003enot applicable.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eClinical trial number:\u0026nbsp;\u003c/strong\u003enot applicable\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eEthics, consent to participate, and consent to publish:\u003c/strong\u003e Not applicable.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eCompeting interests:\u003c/strong\u003e On behalf of all authors, the corresponding author states that there is no Conflict of interest.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eOpen Access:\u003c/strong\u003e This article is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License, which permits any non-commercial use, sharing, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if you modifed the licensed material. You do not have permission under this licence to share adapted material derived from this article or parts of it. The images or other third-party material in this article are included in the article\u0026rsquo;s Creative Commons licence, unless indicated otherwise in a credit line to the material. Suppose the material is not included in the article\u0026rsquo;s Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use. In that case, you will need to obtain permission directly from the copyright holder. To view a copy of this license, visit http://creativeco mmons.org/licenses/by-nc-nd/4.0/.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\u003cli\u003e\u003cspan\u003eRodr\u0026iacute;guez-Izquierdo RM. Does service learning affect the development of intercultural sensitivity? A study comparing students\u0026rsquo; progress in two different methodologies. 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Eur Phys Educ Rev. 2021;27(4):1014\u0026ndash;31. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003e10.1177/1356336X211007156\u003c/span\u003e\u003cspan address=\"10.1177/1356336X211007156\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e.\u003c/span\u003e\u003c/li\u003e\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":true,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"","lastPublishedDoi":"10.21203/rs.3.rs-7263517/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-7263517/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eThis study analyzes publication trends on Service-Learning (SL) and inclusive education in higher education through bibliometric, thematic, and conceptual methods. SL has emerged as an innovative teaching strategy that fosters inclusion by linking academic learning with social engagement and equity.\u003c/p\u003e\u003cp\u003eUsing 985 papers from the Web of Science and the Bibliometrix package in R, the study examines publication patterns, influential authors and sources, scholarly collaborations, key themes, and emerging challenges. Findings indicate that while SL in inclusive education is still developing, it shows multidisciplinary growth\u0026mdash;reaching fields like psychology, public health, and gender studies. This reflects a more critical and integrative approach, addressing pedagogical, social, and structural dimensions, and positioning SL as a transformative tool with academic and societal impact. It thus consolidates itself as a key tool in higher education, with academic and social impact, oriented towards the formation of inclusive competences and addressing contemporary challenges from a transformative perspective.\u003c/p\u003e","manuscriptTitle":"Service-learning as a strategy for inclusive education in higher education. A bibliometric analysis","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-10-03 19:42:40","doi":"10.21203/rs.3.rs-7263517/v1","editorialEvents":[{"type":"communityComments","content":3}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"1cb99698-0d68-4669-b293-1f36ef47ec70","owner":[],"postedDate":"October 3rd, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[],"tags":[],"updatedAt":"2026-02-04T10:38:20+00:00","versionOfRecord":[],"versionCreatedAt":"2025-10-03 19:42:40","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-7263517","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-7263517","identity":"rs-7263517","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}