Motivated by societal challenges, government and university policies, as well as by the advantages of service learning for learners and communities alike, tertiary education facilitators are encouraged to create opportunities for the integration of theoretical knowledge and practical experiences by means of service learning in community projects. In this study, a thematic content analysis was used to describe learners' self-reported perceptions of service learning. From the research it became evident that the intentional integration of academic content with relevant community experiences resulted in valuable insight into the behaviour, attitudes, opinions, characteristics and expectations of the learners. An awareness of the self, a realisation of the importance of collaboration, and respect for cultural and language diversity were only a few of the outcomes illustrating the value of service learning as a way to master new knowledge, skills and characteristics in a meaningful way. Learners were able to show evidence of a deeper understanding and better application of subject matter and were able to develop problem-solving skills that promote lifelong learning.
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