The effectiveness of the service-learning method: A case study of the international ‘Superbugs’ project

Abstract

Objective:

The escalating threat of antimicrobial resistance (AMR) necessitates the use of innovative educational strategies. This study examined the effectiveness of service-learning (S-L) as a participatory pedagogical approach to increase awareness and promote responsible antibiotic use among high school (HS) students. In addition, it identified the developmental benefits for university students facilitating these programmes.

Methods:

A mixed-methods design was employed. University students participated in focus group interviews (FGIs) to explore their experiences and skill development. HS students (N = 224) completed an ex-post evaluation survey assessing their understanding and attitudes towards AMR following the S-L intervention.

Results:

University students reported enhanced knowledge of AMR, and improved leadership, organisational, interpersonal, and critical thinking skills, alongside a heightened sense of social responsibility and intercultural competence. Among HS students, 76.4% demonstrated a high level of understanding of AMR, 87% reported improved awareness, and 92.8% acknowledged the importance of appropriate antibiotic use. Furthermore, 64.7% intended to disseminate their knowledge, and 93.3% expressed a commitment to correct antibiotic usage in the future.

Conclusion:

The findings underscore the efficacy of S-L in addressing complex public health issues such as AMR by fostering active knowledge acquisition, skills development and attitudinal change across educational levels. The ‘peer education’ dynamic emerged as a pivotal factor in successful knowledge transfer. Despite challenges such as student turnover and workload, integrating S-L into higher education curricula offered substantial benefits. The study findings argue for the broader adoption of S-L and highlight the need for longitudinal research to assess its long-term impact on civic engagement and career trajectories.