Over the past two to three decades, the transition of higher education institutions into multi-dimensional entities, embracing the third mission of societal development and resolution of pertinent socio-economic challenges, has become a global norm. Within this framework, specific programs have been tailored to support the realization of this third mission, often integrated into global university rankings on an international scale.

A central challenge in engaging universities within the realm of socially innovative endeavors, encompassing their third mission, is the harmonization of core educational and research objectives with the desired outcomes of social innovation. These outcomes could span new social services or initiatives. The foundational role of universities within society remains anchored in delivering a higher standard of education to students and faculty. While the third mission, which propels the development of a social innovation ecosystem, plays a secondary role, it somewhat competes alongside the primary missions. Distinctively, this mission, as well as social innovation development by universities in general, relies on collaboration, first and foremost with non-academic entities.[54]

Pragmatic pedagogical methods, exemplified by project-based learning, have proven the most effective in educating individuals about sustainable development. Student feedback consistently emphasizes their inclination towards practical applications. Collaborative endeavors involving universities and non-profit organizations (NGOs) play a pivotal role, with students actively participating in tangible and socially significant projects that remain etched in their memory for years. Achieving this transformation necessitates changes within universities, primarily through an internal metamorphosis where the university’s ideology and culture inherently embrace external partnerships and an aspiration to drive societal change and address social challenges. This paradigm shift is particularly significant in reshaping educators’ perspectives on the learning process.

A fundamental component of the third mission, focusing on engagement with non-profit organizations and the creation of pathways for social initiatives, is service learning. This approach merges academic study with the cultivation of community-focused skills, entwining learning with practical application. This fosters the development of soft skills in students, that is, the competencies that go beyond the professional expertise and are crucial in the present landscape.

The concept of service learning draws inspiration from the social constructivism theories by Jean Piaget (Switzerland), John Dewey (USA), and Lev Vygotsky (USSR), who developed the concept of socialization underlying the modern education system. This approach champions the notion of actively shaping the future in the present, placing individual values and interests at the heart of the construct, mobilizing the individual’s willpower and responsibility.[55]

Globally, service learning has evolved into a customary practice, garnering official government-level endorsements. Noteworthy examples include Great Britain, Nigeria, Argentina, Portugal, Brazil, Venezuela, Chile, and Spain, where civic and social service courses thrive within the educational framework, and the respective institutions organize the volunteering activities of school and university students in community centers, etc. The Massachusetts Institute of Technology (MIT) incorporates a corresponding track across its curriculum, enabling students to consistently engage with social initiatives embedded in educational programs and courses.

Service learning represents an educational technology and pedagogical practice that blends the areas of learning and community service through tangible projects. In these collaborative endeavors, students work alongside representatives from the non-profit sector to address real-world cases aimed at the betterment of the surrounding environment – in a broader sense. In simple terms, it means the practical implementation of educational initiatives which contain social good.[56] This approach stimulates the student’s interest in discovering their individual uniqueness and plays a pivotal role in shaping their value framework. Ultimately, it exerts a direct influence on personal development and the trajectory of an individual’s life.

Currently, the focus of state attention in Russia is shifting towards a practical and worldview-oriented approach to education. This approach facilitates the application of academic knowledge within real social contexts to address society’s pertinent challenges. A crucial element of this process involves close collaboration with nonprofits to address genuine issues affecting people and society at large.

As of September 1, 2023, systematic efforts have been launched to foster collaboration between universities and the social sector. Towards the end of the previous year, the President of the Russian Federation issued the relevant directive.[57] The endeavor of incorporating the “Service Learning” module into higher education curricula materialized through a collaborative effort between the Ministry of Education and Science of Russia, the Ministry of Labor of Russia, Rosmolodezh, and the Association of Volunteer Centers (AVC).

Explaining this initiative, Olga Petrova, Deputy Minister of Science and Higher Education of the Russian Federation, commented, “Our goal is to propose implementation formats that seamlessly integrate with educational programs. Various universities have already integrated this module, with a considerable number of students displaying a distinct interest in service, evidenced by their participation in initiatives like #WeAreTogether, Dobro.Centers, and patriotic clubs such as #IAmProud, along with active involvement in volunteer activities.”[58]

Artem Metelev, Chairman of the State Duma Committee on Youth Policy and Chair of the Association of Volunteer Centers, elucidates why it was AVC that was tasked with developing and integrating the “Service Learning” course into higher education programs. Since 2014, the organization has been collaboratively advancing the infrastructure supporting the volunteer movement, while proposing, lobbying and implementing specialized legislative initiatives. Additionally, they have crafted methodological guidelines and standards for volunteer activities across various domains. In 2020, AVC published the “Service Learning” methodological manual, offering insights into the essence, objectives, principles, content, methods, and forms of this educational methodology that cultivates social responsibility. It also outlines steps for its implementation within educational and community organizations. Ultimately, this guide was endorsed by the Ministry of Education of Russia and the Ministry of Science and Higher Education of the Russian Federation for integration into educational institutions.

The decision to spotlight service learning as a distinct facet of university endeavors stems, firstly, from established foreign practices, according to Elena Isaeva, Director of the Center for the Development of the Third Mission at Yaroslavl State University. Secondly, contemporary Russia emphasizes the non-profit sector at the state level. “Hence, omitting the humanitarian component of the non-profit sector from the educational process and excluding representatives of NGOs from higher education – especially when fostering genuine citizenship – is, in my view, misguided,” Isaeva asserts.