Bridging Theory and Practice: University Students’ Volunteer Engagement in Local Communities Through a Civics & Community Engagement Course

Abstract

This study explores the transformative potential of civic and community engagement among university students through a Civics and Community Engagement course at Kohat University, Pakistan. Utilizing a qualitative case study methodology, data were collected from 15 students via semi-structured interviews and two gender-segregated focus group discussions. Thematic analysis revealed four key themes: heightened civic awareness and responsibility, skill development through service-learning, structural and cultural barriers to engagement, and pathways toward sustainable civic participation. Findings indicate that students perceive civic engagement as essential for linking academic learning with societal needs, fostering leadership, teamwork, problem-solving, and empathy. However, participation is impeded by institutional limitations, gender constraints, and heavy academic workloads. Despite these challenges, students envisioned universities as pivotal in institutionalizing service-learning to promote long-term civic culture, community resilience, and alignment with Sustainable Development Goals. This research contributes a culturally situated perspective on service-learning in Pakistan, highlighting the moral, professional, and social benefits while emphasizing the necessity of structured institutional support. The study underscores the role of higher education in cultivating socially responsible graduates capable of advancing sustainable and inclusive development.