摘要：The present study first defined service-learning and highlighted the research outcome from the organized service-learning project at the university. Meanwhile, the distinction between service-learning and volunteerism was also explored by applying the existing theoretical knowledge to practicalities, including how the two terminologies are different in identifying meaningful learning experiences of students involving more hands-on approaches. On a similar note, the concept of knowledge without practicality had been justified in past research whereby the transferable core skills were transmitted through the experiential learning of students for the purpose of developing employability skills. The objective of the current research was to investigate the impact of service learning in reciprocal processes on students and communities, particularly in regard to how these experiences can benefit the two parties based on the perspectives of the students. In regard to this matter, the current research carried out a case study on 15 postgraduate students who experienced service-learning project at Putra Future Classroom at the Faculty of Educational Studies, Universiti Putra Malaysia. More specifically, a specific project call “Earth Day” was organized in commemorating the annual earth day celebration around the world. The project involved children aged between four and six years old who experienced numerous activities related to earth day awareness campaign. As such, this paper analyzed the postgraduate students’ feedbacks to investigate their experiences in organizing service-learning project. Apart from that, the researchers deemed that it was important to assess the learning experiences from the theoretical knowledge obtained from the traditional classroom for the course Program Evaluation in Technical and Vocational Education and Training (TVE5006 and EDU5443). At the end of the service-learning project, the students were asked to answer an open-ended qualitative questionnaire disseminated on JotForm which an online questionnaire platform for the purpose of data collection is. All answers were recorded and later analyzed thematically using a two-layer constant comparative analysis method which was then triangulated with class assignments, observations, and students’ reflections by way of journal entries. Finally, the current research examined the meaning and value of pragmatic education based on the concept of education as democracy for all as stated by John Dewey in order to redefine the curriculum for the 21st century with the aim of making it more vibrant and promulgating “on-the job” training prior the employment of graduates.
