<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2007-2872</journal-id>
<journal-title><![CDATA[Revista iberoamericana de educación superior]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. iberoam. educ. super]]></abbrev-journal-title>
<issn>2007-2872</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional Autónoma de México, Instituto de Investigaciones sobre la Universidad y la Educación]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-28722024000200181</article-id>
<article-id pub-id-type="doi">10.22201/iisue.20072872e.2024.43.1463</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Aprendizaje-Servicio como instrumento para incorporar la Agenda 2030 en las universidades]]></article-title>
<article-title xml:lang="pt"><![CDATA[Aprendizagem-serviço como instrumento para incorporar a Agenda 2030 nas universidades]]></article-title>
<article-title xml:lang="en"><![CDATA[Service-Learning as an Integral Tool for Incorporating the 2030 Agenda for Sustainable Development in Universities]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Amiano]]></surname>
<given-names><![CDATA[Iratxe]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gezuraga-Amundarain]]></surname>
<given-names><![CDATA[Monike]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Alonso-Sáez]]></surname>
<given-names><![CDATA[Israel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad del País Vasco  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad del País Vasco  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad del País Vasco  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>15</volume>
<numero>43</numero>
<fpage>181</fpage>
<lpage>198</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-28722024000200181&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-28722024000200181&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-28722024000200181&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Existe consenso en afirmar que las instituciones de educación superior deben participar como agentes activos en la consecución de la Agenda 2030, poniendo todas sus misiones al servicio de la sociedad. Esto requiere una transformación de la política universitaria en el marco de su responsabilidad social, que afecta de manera significativa al ámbito de la formación y exige un mayor compromiso con la satisfacción de las necesidades sociales. El objetivo de esta investigación consiste en demostrar que el Aprendizaje-Servicio es una propuesta que aporta valor a la sociedad por su alto potencial formador y por promover la construcción de conocimiento de forma colaborativa entre agentes educativos y sociales. La metodología utilizada consistió en la revisión sistemática, de la literatura académica contenida en bases de datos de referencia y de los proyectos llevados a cabo en Europa y América Latina en el ámbito universitario. Como resultado, se presentan evidencias de que el Aprendizaje-Servicio es una metodología válida para que las universidades participen en la consecución de cada uno de los Objetivos de Desarrollo Sostenible.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo É consenso que as instituições de ensino superior devem participar como agentes ativos na concretização da Agenda 2030, colocando todas as suas missões a serviço da sociedade. Isso requer uma transformação da política universitária no âmbito de sua responsabilidade social, o que afeta significativamente o campo da educação e exige um maior compromisso com a satisfação das necessidades sociais. O objetivo desta pesquisa é demonstrar que a Aprendizagem-Serviço é uma proposta que agrega valor à sociedade devido ao seu alto potencial formativo e por promover a construção do conhecimento de forma colaborativa entre agentes educacionais e sociais. A metodologia utilizada consistiu em uma revisão sistemática tanto da literatura acadêmica contida em bases de dados de referência quanto dos projetos realizados na Europa e América Latina em nível universitário. Como resultado, são apresentadas evidências de que o aprendizagem-serviço é uma metodologia válida para que as universidades participem da concretização de cada um dos Objetivos de Desenvolvimento Sustentável.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract There is consensus in affirming that higher education institutions must participate as active agents in achieving the 2030 Agenda, placing all their missions at the service of society. This requires a transformation of university policies within the framework of their social responsibility, which significantly affects the field of education and asks for a greater commitment to meet social needs. The objective of this research is to prove that service-learning is a model that offers added value to society because of its high educational potential and because it encourages the construction of knowledge based on the collaboration between educational and social agents. The methodology used consisted of a systematic review of both the academic literature contained in reference databases and the projects carried out in European and Latin American universities. As a result, the authors provide evidence that service-learning is a valid methodology for universities to engage in the achievement of all the Sustainable Development goals.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Aprendizaje-Servicio]]></kwd>
<kwd lng="es"><![CDATA[educación superior]]></kwd>
<kwd lng="es"><![CDATA[responsabilidad social universitaria]]></kwd>
<kwd lng="es"><![CDATA[objetivos de desarrollo sostenible]]></kwd>
<kwd lng="es"><![CDATA[innovaciones educativas]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizagem-serviço]]></kwd>
<kwd lng="pt"><![CDATA[educação superior]]></kwd>
<kwd lng="pt"><![CDATA[responsabilidade social universitária]]></kwd>
<kwd lng="pt"><![CDATA[objetivos de desenvolvimento sustentável]]></kwd>
<kwd lng="pt"><![CDATA[inovações educacionais]]></kwd>
<kwd lng="en"><![CDATA[service-learning]]></kwd>
<kwd lng="en"><![CDATA[higher education]]></kwd>
<kwd lng="en"><![CDATA[university social responsibility]]></kwd>
<kwd lng="en"><![CDATA[sustainable development goals]]></kwd>
<kwd lng="en"><![CDATA[educational innovations]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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