Challenges and Solutions in Integrating Service Learning into Teaching Practice: A Study on Economics Pre-Service Teachers' Experience

Abstract

In the processes of incorporating service learning into teaching practice, there are notable challenges. This study thus, addressed this gap by investigating the specific challenges faced by pre-service teachers during service learning in Nigeria and exploring solutions for improving its implementation. The study used a mixed-methods research design, to gather comprehensive data on pre-service teachers' experiences with service learning. The sample consisted of 60 students from 300 and 400 level students of Economics Department in University of Ibadan, 2021/2022 academic session using purposive sampling techniques. A self-developed Pre-Service Teachers' Service Learning Teaching Practice Challenge Questionnaire of 10 items (r= 0.78) and Teaching Practice Solution Questionnaire of 10 items (r= 0.79) of Likert format of Strongly Agree (4), Agree (3), Disagree (2) and Strongly Disagree (1) were used to collect data. While Focus Group Discussion Guide was used to collect the qualitative data. The quantitative data was analysed using frequency counts, simple percentage, mean and standard deviation. while and Thematic analysis was done for quantitative data using Atlas.ti. The results revealed that most respondents faced challenges such as inadequate knowledge of service learning, time constraints, and difficulties in balancing service learning commitments with academic workloads. To address these challenges, thoughtful strategies and best practices needed were suggested. They are aligning service learning activities with the academic curriculum, providing effective supervision models, building strong community partnerships, and incorporating reflective practices. These practices help students process their experiences, identify areas for improvement, and connect their service learning with broader educational goals.