An institutional framework for education for sustainable development through service-learning in universities

Purpose Higher education institutions play a pivotal role in achieving sustainable development goals. The purpose of this study is to present an institutional framework for education for sustainable development through service-learning at ESPOL Polytechnic University in Guayaquil, Ecuador. Design/methodology/approach A mixed-methods approach was used, combining documentary analysis, a preliminary survey and two focus groups involving 15 professors directly immersed in the service-learning initiatives. The research examined success factors, challenges and the development of students’ competencies in service-learning contexts. Findings This study identified critical success factors and challenges related to leadership, teamwork, project design and execution, and communication. In addition, service-learning projects positively influenced students’ social competencies, particularly in areas such as communication, teamwork and ethical responsibility. Research limitations/implications This study focused on the perspectives of professors involved in service-learning initiatives. Future research should explore student perceptions and cultural differences to gain a holistic understanding of service-learning impact. Such insights could enhance programme replicability and effectiveness by uncovering benefits beyond academic requirements. Practical implications This study provides actionable guidance for fostering sustainable development through structured university-community collaborations. It offers a scalable model for institutionalising service-learning, enabling universities to meet educational and sustainability objectives effectively. Originality/value The proposed framework fosters a cycle of continuous learning and societal impact. It presents a replicable institutional approach for cultivating civic responsibility, ethical practices, effective communication and global perspectives in advancing sustainability within higher education.