Bridging university and school through service-learning: a systematic review of inclusive teaching competences in pre-service physical education teachers

This systematic review examined empirical evidence on Service-Learning (SL) programmes implemented in school settings and during curricular time in Physical Education (PE) within initial PE teacher education. It explored the characteristics of these interventions and their contribution to developing prospective PE teachers’ competences, particularly those related to inclusive teaching. Following PRISMA guidelines, the review synthesised research analysing how SL experiences situated in authentic school environments contribute to the preparation of future teachers to respond to diverse educational needs. The literature search was conducted on October 15, 2025, across five electronic databases: ERIC, Web of Science, Scopus, PubMed, and SPORTDiscus. Ten studies met the inclusion criteria, all implemented during school hours and in collaboration with educational centres. Findings indicate that SL provides authentic experiences that strengthen pedagogical and inclusive competences. Improvements were also observed in teaching self-efficacy, classroom management, and understanding of diversity. Furthermore, sustained interaction with pupils from heterogeneous backgrounds allowed pre-service teachers to develop empathy, intercultural sensitivity, and a deeper understanding of inclusive pedagogical practices. Although small samples and heterogeneous qualitative designs limit generalisability, the studies highlight the value of initiatives that bring universities closer to schools. Such early immersion enables future PE teachers to encounter real educational environments, reinforcing the connection between theory and practice. Overall, the findings suggest that integrating SL systematically within initial PE teacher education programmes may represent a promising strategy for strengthening inclusive teaching competences and promoting more equitable PE practices.