Education for sustainable development goals through service learning: a university-community collaboration in northeast Brazil

Purpose Service learning is commonly used in higher education to build sustainability skills, often from a North-South perspective. This paper aims to examine how a Brazilian university’s project in a rural community enhanced students’ entrepreneurship and management skills while addressing local development challenges. Design/methodology/approach This study adopts a qualitative case study approach, analyzing the institutionalization process of the Pequi Vivo project. The research is based on 21 semistructured interviews, field observations and document analysis collected over two phases (prepandemic and postpandemic). Data was analyzed using NVivo software, employing an abductive coding strategy to identify key themes. Findings The project fostered interdisciplinary collaboration and empowered the community by connecting academic knowledge to real needs. It advanced several SDGs, including poverty reduction, quality education, gender equality, decent work, responsible production and biodiversity, through a participatory economic model that increased revenue and reduced reliance on intermediaries. Institutional support was crucial for long-term sustainability. Research limitations/implications As a single-case study, the findings are context-dependent and may not be fully generalizable. However, the study offers detailed descriptions that allow for comparative analysis in similar settings. Practical implications This study provides a model for higher education institutions seeking to implement service learning initiatives in developing regions. It highlights key strategies for bridging academia with local communities and fostering economic resilience and social impact. Originality/value This study contributes to the growing body of literature on service learning, illustrating how service learning can be adapted to contexts with limited institutional infrastructure and high socioeconomic constraints, in a South-South perspective. The research provides a practice-based model for integrating sustainability education with community-driven economic development.