Service-Learning and Prosocial Competencies of Undergraduate Pre-service Teachers Toward Graduate Employability Skills

<ns3:p>Background Many graduates are unprepared for the workforce because of the abysmal increase in unemployment rates. While academics have tried to incorporate employable skills into curricula, graduates must understand social and humanitarian principles to meet globalization demands. This study investigated how service-learning influences the prosocial skills of economics undergraduate pre-service teachers and its impact on their future employment prospects. Method We adopted a mixed-method design of the sequential explanatory approach. A purposive random sampling technique was used to select 150 pre-service teachers (300 and 400 level) from five departments in the Faculty of Education at the University of Ibadan offering economics. A convenience sampling technique was used to sample 10 students for focus group discussions, who served as team leaders in service-learning courses. The Students’ Prosocial and Professional Competencies Questionnaire (r= 0.79) and a Focus Group Discussion Guide were used for data collection. Quantitative data were analyzed using mean, standard deviation and paired sample t-test at significance level of 0.05, while qualitative data were analyzed thematically. Results The mean scores for the constructs were communication skills (2.61), teamwork (2.45), empathy (2.35), culture (2.30) and social responsibility (2.50). The mean for communication skills increased significantly from 2.61 before the intervention to 3.35. The reduction in the standard deviation indicates that the communication skills of pre-service teachers have become more consistent and prominent (F=24.87), confirming the statistical significance of these improvements. Similar improvements were observed in teamwork skills, with the mean score rising from 2.62 before intervention to 3.36 and statistically significant (F=9.71). Conclusion The undergraduate students had low overall prosocial ability scores, indicating a lack of prosocial competencies essential for effective teaching and professional success in education. Policymakers and stakeholders should recognize the value of service learning and support its integration into teacher education programs through funding, resources, and institutional encouragement.</ns3:p>