Exploring the Shift From Service Learning to Community Engagement

From “Service” to “Engagement” 

The International Baccalaureate Organization (IBO) recently updated its terminology from “Service Learning” to “Community Engagement” and issued revised guidelines for what Community Engagement could be in IB continuum schools. This change reimagines the potential students have to find solutions to societal issues and has numerous possible benefits, such as increased resilience and compassion amongst our students. The IBO explains that Community Engagement is much broader than Service Learning. In Community Engagement: Enhancing the MYP, they write, 

“Community Engagement is a form of learning in which students engage respectfully and equitably with their communities, utilizing knowledge and skills learned in the classroom. It provides opportunities for learners to engage responsively to opportunities and challenges in and with their communities, and to contribute positively through principled action” (ibo.org).

Whether you are teaching in an IB school or not, this shift in language is important to note. It reframes what active and meaningful participation in society might look, sound, and feel like. As teachers, it is our goal to navigate this shift thoughtfully as we prepare young students for civic participation in our changing world.

Why Is This Change Important?

The transition from “Service Learning" to "Community Engagement" reflects a critical evolution in how we understand our role in communities. A criticism of the word “service” is the sense of separation it can unintentionally create, an “us and them” mentality that can reinforce distance rather than connection. Fundraisers, donation drives, and one-off projects often leave students disconnected from the very communities they’re trying to support. Whichever term you use, the emphasis should be on identifying the root cause of the community need and integrating its exploration into the curriculum in meaningful ways.

Many of us involved in traditional Service Learning models have seen this play out: A group of students goes to paint an orphanage, only to learn that their efforts will be painted over the following week by another school doing the same thing. Or a school proudly builds a hut for a local village, and then finds out afterwards that it was taken down to make space for the next group’s "service" project. A colleague we know worked at a school that raised money for medical supplies after devastating floods, only to discover weeks later that the funds had disappeared. News eventually surfaced that the money had been pocketed by powerful individuals, with no essential supplies ever delivered to those in need. Even though all of these groups had the best of intentions, their efforts ultimately highlight a critical flaw in traditional service models: the lack of meaningful connection and understanding of community needs.

These experiences raise some key questions:

• How do we move past surface-level acts of service and actually connect? 
• How can we pivot away from quick fixes to long-term partnerships and research before action?
• How do we ensure our efforts build mutual understanding, lasting relationships, and real impact - not just a feel-good moment or a photo opportunity? 
• How do we shift service from something that feels transactional and/or performative into something rooted in genuine relationships, mutual respect, and meaningful impact?

The Importance of Language

As our schools develop Community Engagement visions, we reflect on the language we use. Our language choices shape our practice and determine our values. For many years, the term Service Learning has been a staple in education. But it can sometimes carry unintended connotations: an “us and them” mindset, saviorism, and unequal power dynamics. 

The term Community Engagement broadens the scope of Service Learning. It moves away from the potentially harmful mentality that can arise when students from privileged backgrounds (as most of the students in our international schools are) are engaged in “doing service” to others from less privileged backgrounds, rather than engaging in community partnerships with others, no matter their socioeconomic status. These concerns have led many educators to transition, at least verbally, toward Community Engagement, which emphasizes reciprocal relationships, dialogue, connection, and shared power. But without clear learning outcomes and integration into the curriculum, this new IB initiative could fall by the same fate as the hut-building service projects.

Community Engagement requires a systems thinking approach, viewing community issues as interconnected rather than isolated. The goal is to create connections where both students and community members engage as equals, sharing knowledge and resources for mutual benefit. This mutual respect fosters deeper understanding and collaboration. 

We interviewed Nicole Swedlow, Director of Compass Education, an organization that “empowers learning communities to educate and act for a sustainable future.” She told us this shift in language and practice is a very positive thing. 

“I am very glad to see the IB evolving to embrace Community Engagement as a way of thinking about student participation. The bigger question will be how this shift changes the approaches that many schools currently use.” 

We want to make it clear: the term “service” is not inherently negative. Rather, this shift can catalyze a change in mindset from “one-time” acts of volunteerism or donation to ongoing and sustained relationship-building and co-learning. To illustrate this point, Sonoma State University defines community service as “volunteer work performed by a person or group of people to help a community.” In contrast, Service Learning, which is soon to be rebranded as Community Engagement, is defined as “a pedagogy, or teaching strategy, that integrates community service projects within the context of a class” (sonoma.edu).

Our experiences and training in the pedagogy of community engagement projects have led us to believe that connecting these opportunities to the curriculum is crucial. Without this connection, volunteer or service activities miss a critical role in fostering the systemic changes necessary to address root causes, as well as in developing confident, engaged citizens.

Examples of Community Engagement

Whereas in the past, service might have looked like giving canned soup to a food bank or raising money for a charity via a bake sale fundraiser, today’s Community Engagement is much more interactive and diverse. 

According to an IBO bulletin released on March 6th, 2025: 

“Community Engagement… is rooted in inquiry-driven, place-based, and action-oriented pedagogy. It was previously referred to as ‘service learning’. There is a greater focus on relationality, systems thinking, critical reflection and reflexivity, and ethics” (ibo.org).

For example, at Megan’s school, students formed a club to support Bridge the Gap, an organization aiding Lao children with cleft palates. The club engaged with Bridge the Gap representatives to understand their needs and develop a collaborative plan. They requested funding from the Vientiane International School (VIS) Cares fundraising committee to cover transportation for families from rural Laos who need to travel to Vientiane for surgery.

Additionally, the club organized a visit to the local children’s hospital, where they provided aftercare kits and engaged with young patients recovering from surgery. This ongoing partnership between VIS students and Bridge the Gap addresses critical community needs and reflects a thoughtful, sustained commitment to improving the lives of these children and their families. Rather than a one-time effort, it embodies a lasting dedication to service and inclusion.

Another example of service and Community Engagement was discussed by Kathryn in her recent article, Route To Recognition: Students Implement Bus Driver Appreciation Day. Kathryn’s students observed that the school bus stop was the most unsafe place on our campus. To research the issue further, students conducted interviews and mapped the issue on the Sustainability Compass. Students identified bus driver exclusion as a root cause and innovated a Bus Driver Appreciation Day (BDAD) and lobbying for a second after-school bus as solutions to the community need. 

Some more ideas of what Community Engagement could look like in action include the suggestions on the graphic below. There are so many different ways for students to get involved and become changemakers beyond just giving money to a cause. The graphic below illustrates some of the various ways that students can engage with their communities:

Conclusion

The shift in language from “Service Learning” to “Community Engagement” gives us a chance to reflect more deeply on what we’re actually doing and why. In a world that can feel increasingly divided and overwhelmed by conflict, this is an opportunity to return to the heart of what civic participation means. It’s about showing up with humility, openness, and a willingness to learn. It’s about building real relationships, not just completing projects. It’s about researching the root causes and creating spaces where we’re not the givers and they aren’t the receivers, but where we come together as equals, listen to each other, and work together to build healthier communities.

This kind of deep engagement takes time, intentionality, and authenticity, but it’s how we help our students (and ourselves) understand what it truly means to be part of a larger something. As the conversations around Community Engagement continue to evolve, it’s clear that the movement is being driven by the experience, expertise, and passion of educators working directly with students. It’s a grassroots movement led by teachers around the world advocating for community engagement to be part of our curriculum and rethinking what meaningful connection with their communities could be. We are proud to be a part of this movement, and we hope you will join us. 

Here are a few questions we’d like to leave you with:

• What approach does your school currently take?
• What ways do your students currently engage with the community and look for solutions to local problems?
• Are you moving away from traditional Service Learning? If so, how? Why?
• Are you doing voluntary service or addressing root causes?
• What successes or challenges have you faced in the transition?
• What network of educators can you connect with to share your successes and challenges?
• How might your school evolve its approach to community engagement?
• When in the school year do your students have time to engage with community issues?

We know that finding ways to make Community Engagement authentic and reciprocal, especially when some international schools mandate service hours, is a challenge. However, reflecting on our experiences teaching Community Engagement across various countries shows us that, despite navigating different cultures and needs, true engagement through collaborative learning is possible. This shift is dynamic and has the potential to enrich our students' learning and their impact on their communities. We invite you to share your thoughts and experiences and grow with us.