La responsabilidad social desde el aprendizaje-servicio en la formación del docente

  1. Estefanía Martínez Valdivia 1
  2. Antonio Burgos García 2
  3. Mª del Carmen Pegalajar Palomino 1
  1. 1 Universidad de Jaén

    Universidad de Jaén

    Jaén, España


  2. 2 Universidad de Granada

    Universidad de Granada

    Granada, España


Perfiles educativos

ISSN: 0185-2698

Year of publication: 2022

Volume: 44

Issue: 177

Pages: 58-77

Type: Article

DOI: 10.22201/IISUE.24486167E.2022.177.60653 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Perfiles educativos


Cited by

  • Scopus Cited by: 1 (08-09-2023)
  • Dimensions Cited by: 0 (24-03-2023)

SCImago Journal Rank

  • Year 2022
  • SJR Journal Impact: 0.253
  • Best Quartile: Q3
  • Area: Education Quartile: Q3 Rank in area: 953/1438


  • Social Sciences: B

Scopus CiteScore

  • Year 2022
  • CiteScore of the Journal : 1.0
  • Area: Education Percentile: 30


(Data updated as of 24-03-2023)
  • Total citations: 0
  • Recent citations: 0


The guidelines proposed by the 2030 Agenda have raised the need for the development of sustainability skills in higher education teachers’ training since the very beginning. The main purpose of this study is to analyze the scientific production on skills and on the training of future teachers in relation to service-learning (SL) and its implications for social responsibility (SR). In order to do this, we carried out a systematic review of the most important scientific databases (WoS, ProQuest, Google Scholar and Scopus). The results show that Learning plus service is an effective didactic methodology for the initial training of teachers regarding the development of their comprehensive training as well as their civic and citizen competence. In addition, it promotes the construction of a professional identity based on sustainable development. The conclusions highlight that the Learning plus service approach impacts a teacher’s training in social responsibility, insofar as it promotes awareness before the most vulnerable social groups.