Sustainable development is a critical priority in higher education, with universities globally integrating environmental, social, and economic considerations into their activities. Service-learning, which combines formal educational content with community service, is a promising pedagogical approach to enhance student learning and civic responsibility. In Malaysia, the Service-learning Malaysia – University for Society (SULAM) initiative exemplifies a strategic model for advancing sustainable development through experiential and community engaged learning. By fostering civic responsibility, interdisciplinary collaboration, and real-world problem-solving, SULAM aligns with the national ‘Malaysia Madani’ framework that emphasizes Sustainability, Prosperity, Innovation, Respect, Trust, and Compassion. This study explores the transformative potential of SULAM projects by analyzing reflective journals from a cohort of 65 undergraduate students at a Malaysian public university. Thematic analysis revealed four key outcomes: increased moral reasoning and ethical grounding, sharpened observational and analytical skills, heightened creativity, and a deepened sense of civic and social responsibility. These findings demonstrate SULAM’s efficacy in fostering ethical decision-making, problem-solving, innovation, and community engagement, directly contributing to both Sustainable Development Goals (SDGs) and the cultivation of Madani values. Hence, SULAM is positioned as a strategic mechanism for nurturing future-ready graduates who are academically competent, ethically grounded, and socially engaged in contributing significantly to national aspirations and global sustainability.
Jamil et al. (Sun,) studied this question.