Contemporary academic curricula for physical education teacher education (PETE) increasingly recognize the importance of social responsibility in higher education and its contribution to sustainable social development. In this context, service-learning (SL) is an approach that connects academic learning with community needs, fosters social inclusion, and supports the development of more inclusive and sustainable social environments. The objectives of this study were: (1) to examine whether SL activities help improve the perception of social inclusion among international PETE students, and (2) to determine whether their prior motor experience influences their participation in and experience of SL activities. The quasi-experiment pilot study with self‑selected groups analysed the differences between the control group (N = 25) and the experimental group (N = 19), which actively participated in SL activities. The PRISMA model was used in a systematic literature review to identify current research trends related to social inclusion in the academic environment. A questionnaire with ten categories defining social inclusion and semi-structured interviews was used to determine students’ previous dominant motor skills. According to the independent t-test, students with SL experience showed a statistically significant difference from those who did not participate in SL in the subscales of accommodation quality (Cohen’s d = 0.854) and facilities (Cohen’s d = 0.819) of the Social Inclusion Scale, while the other scales did not show statistical significance. In addition, the difference between students with competitive or recreational sport as their previous dominant motor skills was only statistically significant in the subscale of accessibility. It can be concluded that SL, as an academic educational tool and curricular activity, is associated with social inclusion of international PETE students, specifically contributing to their perception of student facilities and accommodation. International PETE students with previous competitive sports experience appear to have higher accessibility values, particularly in terms of mobility and resourcefulness on campus. The results indicate that SL, in addition to its educational function, is a potential tool for developing sustainable social inclusion of international students and strengthening the connection between higher education and the community.

1.         Salam M, Iskandar DNFA, Ibrahim DHA. Service learning support for academic learning and skills development. Journal of Telecommunication, Electronic and Computer Engineering (JTEC). 2017; 9(2–10): 111–117.

2.         Salam M, Awang I, Dayang N, et al. Service-learning in higher education: A systematic literature review. Asia Pacific Education Review. 2019; 20: 573–593. doi: 10.1007/s12564-019-09580-6

3.         Kraft NP. The role of service-learning in critical thinking. Counterpoints. 2000; 110: 75–94.

4.         Bowland S, Hines-Martin VP, Edward J, et al. Reflections on interdisciplinary teamwork in service learning. Partnerships: A Journal of Service-Learning and Civic Engagement. 2015; 6(2): 19–35.

5.         Lasley J. Developing empathic communication skills through service learning: A qualitative case study. Radiation Therapist. 2017; 26(2): 106.

6.         Deeley SJ. Service-learning: Thinking outside the box. Active Learning in Higher Education. 2010; 11(1): 43–53. doi: 10.1177/1469787409355870

7.         United Nations. Sustainable Development Goals developed; 2015.

8.         Mihai-Florin B, Dorel PM, Alexandra-Maria Ţ. Marketing research regarding faculty-choice criteria and information sources utilised. Education. 2006; 43(5): 532.

9.         Rienties B, Beausaert S, Grohnert T, et al. Understanding academic performance of international students: The role of ethnicity, academic and social integration. Higher Education. 2012; 63(6): 685–700. doi: 10.1007/s10734-011-9468-1

10.      Bringle RG, Hatcher JA. Campus–Community partnerships: The terms of engagement. Journal of Social Issues. 2002; 58(3): 503–516.

11.      Ehrlich T. Reinventing John Dewey’s “Pedagogy as a University Discipline”. The Elementary School Journal. 1998; 98(5): 489–509. doi: 10.1016/j.sbspro.2012.09.635

12.      Bringle RG, Hatcher JA, McIntosh RE. Analyzing Morton’s typology of service paradigms and integrity. Michigan Journal of Community Service-learning. 2006; 13(1): 5–15.

13.      Casares MG. Service learning and social inclusion. Barcelona: Aprentatgeservei. 2013; 25: 2018.

14.      Silver H. The Contexts of Social Inclusion. SSRN; 2015. doi: 10.2139/ssrn.2641272

15.      Miletic D, Jadric I, Miletic A. Influence of previous motor experience on attitudes about Service-learning among students. SPORT - Science & Practice. 2023; 13(1): 7–12. doi: 10.5937/snp13-1-44821

16.      Juvonen J, Lessard LM, Rastogi R, et al. Promoting social inclusion in educational settings: Challenges and opportunities. Educational Psychologist, 2019; 54(4): 250–270. doi: 10.1080/00461520.2019.1655645

17.      Chiva-Bartoll O, Fernández-Rio J. Advocating for Service-learning as a pedagogical model in Physical Education: towards an activist and transformative approach. Physical Education and Sport Pedagogy. 2022; 27(5): 545–558. doi: 10.1080/17408989.2021.1911981

18.      Gijón M. Service learning and social inclusion. Sociology of Education. Available online: https://www.academia.edu/14436819/Service_Learning_and_Social_Inclusion (accessed on 6 December 2026).

19.      Alshammari MK, Othman MH, Mydin YO, Mohammed BA. The effect of social isolation on the mental health of international students. Information Sciences Letters. 2023; 12(4): 1235–1240. doi: 10.18576/isl/120438

20.      Hovdal DOG, Haugen T, Larsen IB, Johansen BT. Students’ experiences and learning of social inclusion in team activities in physical education. European Physical Education Review. 2021; 27(4): 889–907. doi: 10.1177/1356336X211002855

21.      Ruiz-Montero PJ, Corral-Robles S, Garcia-Carmona M, Leiva-Olivencia JJ. Development of prosocial competencies in PETE and sport science students. Social justice, Service-Learning and Physical Activity in cultural diversity contexts. Physical Education and Sport Pedagogy. 2023; 28(3): 244–258. doi: 10.1080/17408989.2021.1976740

22.      Sedaghatnia S, Lamit H, Abdullah AS, Ghahramanpouri A. Experience of social inclusion among students in University Campuses of Malaysia. Procedia-Social and Behavioral Sciences. 2015; 170: 89–98. doi: 10.1016/j.sbspro.2015.01.018

23.      Miletic D. Jadric I, Miletic A. Influence of motivation climate on Service-learning benefits among physical education students. European Journal of Educational Research. 2024; 13(3): 1031–1041. doi: 10.12973/eu-jer.13.3.1031

24.      McNeish D. Thanks coefficient alpha, we’ll take it from here. Psychological Methods. 2018; 23(3): 412. doi: 10.1037/met0000144

25.      Preece J, Manicom D. The pedagogic contribution of community spaces and environments in service learning projects. Alternation Special Edition. 2015; 16: 115–140.

26.      Perez-Ordas R, Nuviala A, Grao-Cruces A, Fernandez-Martinez A. Implementing service-learning programs in physical education; Teacher education as teaching and learning models for all the agents involved: A systematic review. International Journal of Environmental Research and Public Health. 2021; 18(2): 669. doi: 10.3390/ijerph18020669

27.      Santos-Pastor M, Chiva-Bartoll O, Martinez-Munoz LF, Ruiz-Montero PJ. Contributions of Service-learning to more inclusive and less gender-biased physical education: The views of Spanish physical education teacher education students. Journal of Gender Studies. 2021; 30(6): 699–712. doi: 10.1080/09589236.2021.1937079

28.      Quintero K, Zerva K. From place disruption to attachment: Another perspective for international student mobility. Journal of Tourism and Cultural Change. 2023; 21(4): 387–405. doi: 10.1080/14766825.2022

29.      Karusisi N, Thomas F, Méline J, et al. Spatial accessibility to specific sport facilities and corresponding sport practice: The RECORD study. International Journal of Behavioral Nutrition and Physical Activity. 2013; 10(1): 48. doi: 10.1186/1479-5868-10-48

30.      Chankseliani M, Kwak J. The ripple effect: Understanding the societal implications of international student mobility. International Journal of Educational Research. 2025; 129: 102520. doi: 10.1016/j.ijer.2024

31.      Chiva-Bartoll O, Maravé-Vivas O, Salvador-García C, Valverde T. Impact of a physical education service-learning programme on ASD children: A mixed-methods approach. Children and Youth Services Review. 2021; 126: 106008. doi: 10.1016/j.childyouth.2021.106008

32.      Chiva‑Bartoll O, Ruiz‑Montero PJ, Leiva‑Olivencia JJ, Grönlund H. The effects of Service-learning on physical education teacher education: A case study on the border between Africa and Europe. European Physical Education Review. 2021; 27(4): 1014–1031. doi: 10.1177/1356336X211007156

33.      Daum DN, Marttinen R, Banville D. Service-learning experiences for pre-service teachers: Cultural competency and behavior management challenges when working with a diverse low-income community. Physical Education and Sport Pedagogy. 2022; 27(4): 396–408. doi: 10.1080/17408989.2021.1891210

34.      Ruiz-Montero EE, Sanchez-Trigo H, Mohamed-Mohamed K, et al. Developing prosocial leadership in primary school students: Service-learning and older adults in physical education. Education Sciences. 2025; 15(7): 845. doi: 10.3390/educsci15070845

35.      Jadric I, Miletic D, Cosic A. Exploring the choice model of studying abroad: insights from a focus group analysis at the university of split. Proceedings of the 9th International Scientific Conference on Economics & Management, EMAN; 2026. pp. 545–557. doi: 10.31410/EMAN.2025.545

36.      Cieśluk M, Cieśluk K, Lipińska A, et al. The role of sociodemographic factors and decision- making styles in perceived stress among volleyball referees. Acta Kinesiologica. 2025; 19(3): 59–66.