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DOI: 10.15507/1991-9468.030.202602.370-391

UDC 374.3:341.3:378(470+571)

 

Organizational Effects and Barriers to Implementing the Service-Learning Program in Russian Universities

Vladimir S. Nikolskiy
Dr.Sci. (Philos.), Professor, Moscow Polytechnic University (38 B. Semenovskaya St., Moscow 107023, Russian Federation), Chief Editor of the Journal “Higher Education in Russia”, Chief Researcher, HSE University (11 Pokrovskiy Bulvar, Moscow 109028, Russian Federation), ORCID: https://orcid.org/0000-0002-4290-1443, Scopus ID: 57883936000, SPIN-code: 7196-8065, This email address is being protected from spambots. You need JavaScript enabled to view it.

Polina A. Ambarova
Dr.Sci. (Sociol.), Associate Professor, Professor of the Chair of Sociology and Technologies of State and Municipal Administration, Ural Federal University named after the First President of Russia B.N. Yeltsin (19 Mira St., Yekaterinburg 620002, Russian Federation), ORCID: https://orcid.org/0000-0003-3613-4003, Researcher ID: R-6839-2016, SPIN-code: 1351-6671, This email address is being protected from spambots. You need JavaScript enabled to view it.

Nina V. Shabrova
Dr.Sci. (Sociol.), Associate Professor, Professor of the Chair of Sociology and Technologies of State and Municipal Administration, Ural Federal University named after the First President of Russia B.N. Yeltsin (19 Mira St., Yekaterinburg 620002, Russian Federation), ORCID: https://orcid.org/0000-0002-5694-1040, Researcher ID: C-1970-2017, SPIN-code: 9074-1730, This email address is being protected from spambots. You need JavaScript enabled to view it.

Abstract
Introduction. The relevance of this study stems from the need to evaluate the state initiative to implement the Service-Learning program at Russian universities. An analysis of the program’s organizational dimensions allows us to reflect on successful university experiences and anticipate typical challenges facing universities participating in this educational initiative. The challenge of this study lies in the lack of understanding of the organizational conditions at universities that facilitate the program’s successful implementation and the organizational effects that arise. The aim of this study is to assess the organizational effects and barriers to implementing the Service-Learning program at universities.
Materials and Methods. This article is based on data from a study conducted in the fall of 2024 by the Center for Methodological Support for the Service-Learning Program at the National Research University Higher School of Economics. An online survey of 178 program organizers at universities was used to collect data. Links to the survey were sent to universities through the Ministry of Education. Those responsible for organizing the program at universities distributed it to staff members according to the scale of program implementation at the university.
Results. The prevalence of organizational structures overseeing the program at universities and the development of its documented support were identified. Popular program implementation formats (academic discipline, practical training, project-based learning) were identified. Partnerships formed through Service-Learning projects were assessed. The program’s organizational effects were highlighted, including the emergence of organizational support practices (support, consultations, methodological assistance), the development of functions for staff and departments responsible for implementing Service-Learning, the creation or refinement of information systems to meet the program’s needs, and the development of incentive programs for program participants. Key barriers to program implementation included incomplete program documentation, underdeveloped supporting information systems, a weak training system for faculty participating in the program, limited student incentives, and difficulties establishing relationships with partners.
Conclusion. It is concluded that the program’s management principles are reflected in university practices. However, the organizational contexts of different universities vary in how these principles are implemented. The organizational challenges identified in program implementation are typical and may pose risks when scaling up this state initiative. The findings contribute to our understanding of the specifics of implementing the Service-Learning program in Russian universities. The article’s materials will be useful to scholars and practitioners researching and implementing similar innovative programs.

Keywords: service-learning in Russian universities, organizational conditions for implementing educational innovations, social partners, Service-Learning program management principles, resource shortages in the Service-Learning program, bureaucratic barriers to implementing pedagogical innovation

Conflict of interest: The authors declare no conflict of interest.

For citation: Nikolskiy V.S., Ambarova P.A., Shabrova N.V. Organizational Effects and Barriers to Implementing the Service-Learning Program in Russian Universities. Integration of Education. 2026;30(2):370–391. https://doi.org/10.15507/1991-9468.26302.370-391

Authors’ contribution:
V. S. Nikolskiy – formulation of overarching research; conducting a research and investigation process; specifically visualization; specifically critical review.
P. A. Ambarova – conducting a research and investigation process; writing the initial draft; specifically visualization; specifically critical review.
N. V. Shabrova – conducting a research and investigation process; application of statistical techniques to analyze study; specifically visualization; specifically critical review.

Availability of data and materials. The datasets used and/or analysed during the current study are available from the authors on reasonable request.

All authors have read and approved the final manuscript.

Submitted 10.09.2025;
revised 27.10.2025;
accepted 03.11.2025.

 

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