5 June 2023

Service-learning has spread significant­ly in higher education in recent decades. Its effects in the academic field (students and teachers) and in the community (disadvan­taged groups at risk of social exclusion and socio-educational partners) are backed by re­search. However, few works have considered the evaluation of these projects, and there are few instruments available for guiding their de­velopment and for assessing their quality. The aim of this study is to develop criteria to eval­uate university service-learning projects. To do so, we used the Delphi method with three rounds of expert consultation. The result is a university service-learning, indicator matrix with 9 dimensions and 43 indicators. We con­clude that, as well as evaluating the quality of service-learning projects, this instrument could also be valid for validating social inno­vation from the educational sphere. The prin­cipal limitations to overcome are the still-ex­isting welfare perspective and difficulties with involving the recipients of the service.