Exploring the Influence of Service Learning on the Socio-Educational Commitment and Self- Efficacy of Graduate Educators in the Artificial Intelligence (AI) Domain.

This study, conducted by a distinguished university, aims to contribute significantly to the professional development of educators dedicated to creating a fair, sustainable, and socially conscious world. The research focuses on a pedagogical approach using Service Learning to foster civic and social skills in higher education students. The main goal is to examine how graduate students, actively participating in Service-Learning initiatives, develop socio-educational commitment and self-efficacy compared to traditional university volunteering. The study, involving 1562 aspiring educators, employs a quantitative correlational methodology. The hypothesis suggests that Service-Learning leads to more positive outcomes in socio-educational commitment, pedagogical self-efficacy, and crafting instructional materials. The findings, statistically significant (p < 0.01), highlight the increased development of these metrics among participants in Service-Learning programs.