Service learning as a transition pedagogy for new university students: evidence from Oktoberfest

The transition into higher education is shaped not only by academic demands but also by students’ access to psychosocial resources such as belonging, support, and self-efficacy. Yet less is known about how structured pre-entry initiatives may help build these resources, particularly for students relocating internationally. This qualitative study examines a required early-entry service learning placement embedded in a pre-BA programme in Munich, Germany. Drawing on reflective journals from 15 students collected at three time points (pre-arrival, during service, and post-service), we used reflexive thematic analysis to examine how students anticipated, experienced, and evaluated transition in the context of service learning. Guided by Schlossberg’s 4S transition framework, the findings indicate that students initially anticipated challenges related to independence, social connection, and language and cultural adjustment. During and after the placement, students described accelerated peer bonding, greater confidence in unfamiliar interactions, and opportunities to develop coping, communication, and teamwork strategies. At the same time, the perceived value of the experience depended strongly on role design, agency, and the visibility of impact. The study contributes to transition pedagogy by showing how a required early-entry service learning placement for a predominantly internationally relocating pre-BA cohort may function as a transition scaffold, while also demonstrating that perceived benefits depend on design conditions such as role clarity, meaningful tasks, and impact visibility.