Determination of Instructors' Opinions on the Effectiveness of Community Service Practices Course

This study aims to determine the diversity of projects undertaken by gathering the perspectives of lecturers involved in a Community Service Practices (CSP) course. It examines the advantages and disadvantages of group versus individual work, the organizational structure and duration of projects, and the impact of community service awareness on lecturers. Utilizing a case study design within a qualitative research framework, this study employed criterion sampling, a purposeful sampling method, to identify the study group. Semi-structured interviews were conducted with eight lecturers who had taught CSP courses. The collected data were subjected to content and descriptive analysis. These findings indicate that lecturers strive to enhance students' individual and social awareness through these projects. Within the course framework, lecturers guide students in achieving equal opportunities, social responsibility, and professional competence. Project studies are conducted using individual, group, and mixed methods. Individual studies promote time management and independent learning skills, whereas group studies enhance cooperation and problem solving skills. Lecturers face challenges, such as procedural restrictions, time management issues, lack of motivation, environmental factors, and inexperience during the course. Further guidance, planning strategies, and communication mechanisms should be developed to address these challenges. The CSP course has contributed to an increase in social responsibility awareness, volunteerism, social interaction, and academic skills. Lecturers anticipate that candidate teachers will develop into sensitive, conscious, and responsible individuals in both academic and social contexts.