Universidad y Territorio is a biannual, open-access publication that disseminates and promotes original knowledge about the academic works of Public Engagement and University Extension.
Presentación del Vol. 2, Núm. 2: dos años difundiendo conocimiento para los desafíos universitarios
Copyright (c) 2026 Revista Universidad y Territorio https://creativecommons.org/licenses/by/4.0
Academic management of critical outreach from a feminist perspective
This reflective article problematizes academic management of university outreach from a feminist and critical perspective, situating the analysis within the process of institutionalizing integrality at the University of the Republic (Uruguay). The overall objective is to make visible academic management as a political, ethical, and affective practice—historically invisibilized and feminized—that is central to the transformative potential of critical outreach. The article draws on a situated and experiential analytical approach that articulates theoretical reflection, a review of contributions from feminisms, Latin American critical outreach, and conceptions of management as a social science, together with an analysis of the experience of the Regional Outreach Unit of the Litoral Norte Regional University Center. Institutional data and micropolitical reflections are integrated to account for the feminization of outreach work and the tensions shaping university management. The results reveal processes of labor precarization and vertical segregation that particularly affect women and gender dissidences, as well as the depoliticizing effects of bureaucratic management logics. The discussion proposes epistemic care and feminist collegial management as alternatives consistent with critical outreach. The article concludes by emphasizing the need to dispute dominant meanings of academic management in order to strengthen institutionalization processes committed to a public, democratic, and situated university.
University extension in Argentina: from public policy to institutional initiative (1995-2025)
In 2024, the National Interuniversity Council published a declaration entitled the "San Martín Agreement," which proposes guidelines for the Argentine university system toward 2030. In point 7 of the document, rectors of public universities stated that one of the key points to be addressed in the coming years of their administration will be the drive toward the "curricularization of outreach." While the central points of the San Martín Agreement revolve around curricular and organizational reform that provides for the transition to an academic credit system, in this paper we propose to analyze the place that the promotion of university outreach occupies within public policy and within the university institutions themselves. In the first section, we define our object of study: university outreach, mentioning the difficulties and tensions that arise when naming it. We then describe the regulations and some public policies that have promoted it over the last thirty years. We also refer to the role of the National University Outreach Network within the framework of the CIN. Finally, we argue that outreach projects and activities aimed at promoting them (through various channels, including curriculum development) fall primarily upon the universities themselves.
Vinculación con el medio y entornos complejos: desafíos y oportunidades
Editorial Volumen 2, Número 1. 2025
Copyright (c) 2025 Revista Universidad y Territorio https://creativecommons.org/licenses/by/4.0
Bidirectional university outreach strategies: analysis of the UdeCvolunteer program at the Coronel Social Reintegration Center
This article examines the bidirectional nature of a university volunteer program from the Universi dad de Concepción was implemented at the Coronel Provisional Detention and Closed-Regime Center (CIP-CRC). The initiative provides mentoring and pre-college preparation to justice- involved youth. Using a single-case design (2024), we combined (i) document review of institutional guidelines and youth reintegration policies, (ii) 12 semi-structured interviews with key actors (one center official, nine student mentors, two youths), and (iii) systematization of 2023–2024 program outputs. Findings show external benefits for youths—rebuilding study habits, socio-emotional strengthening, vocational clarification, and concrete transitions to post-secondary education—and internal benefits for UdeC students—pedagogical and communication skills, project management and leadership, empathy, and civic-ethical commitment. In 2023, six youths completed secondary education and three enrolled in higher education; in 2024, six additional youths accessed technical or professional programs, three of them after UdeC tutoring. Persistent challenges include heterogeneous learning levels, logistical constraints, and instructional continuity under confinement. We propose measures to consolidate the model: credit-bearing curricularization, territorial scaling, and stronger inter-sector collaboration. Overall, the case illustrates that well- designed, reciprocal university–community engagement can act as a catalyst for social inclusion while enhancing student learning, offering actionable insights for education-centered reintegration policies.
Redes de cuidado: tejiendo apoyos territoriales para las personas con dependencia y sus cuidadoras/es.
El proyecto que se presenta en este artículo “Redes de Cuidado:Tejiendo apoyos territoriales para las personas con dependencia y sus cuidadoras/es", surge a partir de los resultados del proyecto adjudicado del Fondo de Vinculación con el Medio (VIME) 2023, “Cuidados Comunitarios: Apoyos y Reconocimiento de cuidadoras y Personas con Dependencia de La Población Los Nogales” realizado por la escuela de Terapia Ocupacional USACH. Esta experiencia nos desafió a ampliar y fortalecer la articulación de redes de cuidados asumiendo las necesidades de apoyo desde el principio de corresponsabilidad de los cuidados, entre la comunidad, instituciones locales, las propias diadas de cuidados y la Universidad. La propuesta de este proyecto se insertó en la línea regular de proyectos del Fondo VIME-2024, y su propósito fue contribuir al fortalecimiento de redes de cuidado, a través de tres ejes: 1) Levantamiento de Recursos Comunitarios, identificando la variedad y cantidad de recursos disponibles en el territorio que signifiquen apoyos para las familias cuidadoras; 2) Articulación de Redes y sus recursos identificados, facilitando espacios de diálogo y encuentros; 3) Apoyos específicos de Terapia Ocupacional, a través de levantamiento de información para articular con las redes según necesidades identificadas. Cabe señalar que estos apoyos de Terapia Ocupacional se consideraron como parte de los recursos de las redes de cuidado. En estos ejes participaron estudiantes de distintos niveles formativos con la supervisión de docentes de la escuela.
Multisectorial Dialogue about Health, Education, and the Environment: Approaches to the Territory and its Communities in the Maule Region
This scientific article presents the methodological experience developed by the Transdisciplinary Observatory of the University of Talca during the 1st Territorial Meeting held in the Maule Region, Chile. The purpose was to create a participatory diagnosis of local issues in the areas of health, education, and environment, through a university–territory engagement strategy with a transdisciplinary approach. The research was conducted under the Participatory Action Research (PAR) methodology, adapting the ScanMap method as the main technique. The previous frame led to the promotion of dialogue, critical reflection, and co-construction of knowledge with key territorial contributors. The results showed interrelated critical issues among the three dimensions analyzed, highlighting the need to address them from a holistic and integrated perspective. Furthermore, a widespread perception of fragmentation in current public policies was identified, along with a growing demand for collaborative governance models. It is concluded that participatory methodologies, such as territorial multiple discussion groups and the adapted ScanMap tool, help to make local voices visible, generate situated knowledge, and strenghthening sustainable and contextually relevant processes.
Dialogue of Knowledges as a Methodological Strategy for the Co-Production of Quantitative Evidence between Universities and Local Governments
This article presents a methodological approach based on the dialogue of knowledge to examine a collaborative initiative between a university, social organizations, and a local government aimed at producing evidence to support public policy design. The adopted methodology—replicable in other contexts—contributes to strengthening local information systems. The study demonstrates that the principles of the dialogue of knowledge can effectively guide quantitative research, helping to address methodological gaps identified in the literature and to adapt survey designs to contexts characterized by profound inequality. Drawing on the First Survey of Urban Waste Pickers in San Martín (Buenos Aires, Argentina), which included 485 cases, the analysis focuses on the sociodemographic characteristics and working conditions of those who recover solid urban waste near the third-largest open-air landfill in Latin America. The findings show how the co-construction of the survey instrument, field access strategies, and the involvement of territorial actors helped overcome methodological constraints and enabled the production of statistical information on populations typically excluded from traditional records, such as urban waste pickers and internal migrants. The results reveal labor, social, and environmental dynamics affecting urban waste pickers—including the significant participation of internal migrants in this activity—and open new avenues for research on environmental migration, social networks, and youth in the Buenos Aires Metropolitan Area.
Virtual Service Learning Experience with Women Heads of Households.
The experience systematized in this document corresponds to the implementation of a Service Learning (SL) initiative in virtual modality, developed by the Universidad del Bío-Bío between the years 2021 and 2024, in collaboration with the Women Heads of Households Program in six communes of the regions of Ñuble and Biobío. This proposal arose as a response to the restrictions imposed by the COVID-19 pandemic, which motivated a methodological reconfiguration of the AS to adapt to the distance format. The implementation strategy was structured through synchronous virtual workshops, personalized counseling and group accompaniment, covering topics such as digital literacy, cybersecurity, financial education, digital marketing, formalization of entrepreneurship and web development. A total of 839 women participated in the workshops, while 110 students from different careers developed their professional practice within the framework of the program. The results show a high impact both in terms of student training and in strengthening the personal and work skills of the participants.
La Diversidad del Mediterráneo un Laboratorio para la Enseñanza de las Ciencias.
El proyecto presentado surge a partir de la detección de una necesidad que se presenta en el diálogo entre académicas y académicos del Departamento de Biología de la Universidad Metropolitana de Ciencias de la Educación (UMCE) y la Corporación Nacional Forestal (CONAF), específicamente el Parque Nacional Río Clarillo ubicado en la Región Metropolitana. La problemática identificada correspondió a que anualmente el Parque es visitado por cerca de 50.000 niños y niñas, sin embargo, no existe material educativo e informativo sobre la flora, fauna y características del lugar, propias de paisaje mediterráneo. En este contexto se desarrolló una propuesta pertinente, concreta y adaptada, que permitió la profundización de vínculos formativos y estratégicos de difusión de la investigación para dar respuestas a las necesidades que tiene el medio externo regional. En el desarrollo del proyecto se integraron a los centros de prácticas de la carrera de Licenciatura en Educación en Biología y Pedagogía en Biología con Menciones, a través de sus profesores guías, incluyendo un 50% de egresados de la carrera, que fueron la base para el levantamiento de la información desde el área curricular y didáctica en terreno. En este sentido este proyecto, por medio de la co-construcción de una experiencia innovadora con docentes en ejercicio de 19 escuelas , se detectaron las necesidades en el proceso práctico de la enseñanza de la ciencia. Esto permitió probar y ajustar en terreno el diseño de estrategias didácticas, obteniendo como resultado la creación de una guías de campo, para el docente en una de las áreas de biodiversidad que transita desde el sistema terrestre al sistema acuático en esta área del mediterráneo. El material quedará liberado en su versión digital para docentes, estudiantes y público general, permitiendo que uno de los Parques de mayor importancia nacional, se transforme en un laboratorio natural para la enseñanza de la ciencia.
Parque Urbano UBB. Campus Universitario y Gobernanza del Territorio
El Parque Urbano UBB, es un proyecto de la Universidad del Bío-Bío, que se inicia el año 2022 y que tiene por objetivo integrar el desarrollo del espacio público universitario al territorio en el que se emplaza en una primera escala de acción, pero que también pretende instalarse como un referente de parque universitario en la ciudad de Concepción. Con una estrategia de gobernanza multiactor y multinivel compromete al Gobierno Regional, quien ha firmado un convenio con la UBB para concretar una inversión en etapas que permita habilitar espacios públicos de uso no solo para la comunidad interna de la universidad sino para todo el barrio que rodea la universidad y para la ciudad en su conjunto. Hasta ahora se ha desarrollado con una excelente acogida y adhesión por parte de las comunidades convocadas y se espera que se fortalezca este trabajo profundizando el trabajo formativo y replicando el modelos en otros campus de la propia universidad y que sirva de modelo para otras del sistema público.
Mejorando la calidad de vida desde la fonoaudiología, una mirada hacia las personas mayores de nuestra comunidad: Experiencia Carrera de Fonoaudiología Universidad de Magallanes
El proyecto desarrollado por estudiantes y académicos de la carrera de Fonoaudiología de la Universidad de Magallanes, tuvo como objetivo mejorar la calidad de vida de personas mayores de Punta Arenas mediante intervenciones fonoaudiológicas. En colaboración con la agrupación de adultos mayores ¨ Las Palomas¨, se realizaron tres sesiones enfocadas en audición, deglución, y estimulación cognitiva. Las actividades incluyeron evaluaciones auditivas, talleres informativos, ejercicios prácticos, juegos lúdicos y la entrega de un manual de actividades de estimulación cognitiva. El proyecto permitió una vinculación significativa entre la universidad y la comunidad, beneficiando tanto a las personas mayores como a los estudiantes , quienes fortalecieron competencias profesionales y sociales . Se evidenció un impacto positivo en la integración social , la autonomía y la autoestima de los participantes. A partir de los desafíos de cobertura y duración, la iniciativa se proyecta como un modelo replicable en otros contextos territoriales.
Over the past three decades, the function of community engagement—known in Chile as Vinculación con el Medio (VcM)—has gained increasing relevance within the strategic agenda of higher education institutions. In the Chilean context, this transformation has been driven by the national quality assurance system and, more recently, by Law 21.091, which established VcM as a mandatory and assessable function. This research aims to analyze how Chilean universities are currently measuring VcM, with special emphasis on the systems of evaluation, indicators used, and the conceptualization of impact and bidirectionality. The study follows a multiple case design, examining twelve universities of varying sizes, accreditation levels, and institutional types. Using thematic analysis of official documents, manuals, and indicator reports, the study finds a strong tendency toward managerial and technical approaches in evaluation, a high number of indicators (often exceeding 650 in total), and limited incorporation of qualitative methodologies. Additionally, the persistent ambiguity between the notions of "impact" and "contribution" poses significant challenges. The findings suggest the need to move toward more integrated, participatory, and context-sensitive evaluation systems to strengthen the transformative potential of VcM.
An extension project for Santa Fe's gastronomic heritage through the training of graduates in Tourism at the National University of Rosario, Argentina.
This article shows partial results of an extension project of the National University of Rosario. It focuses on the references that appear there to the gastronomic cultural heritage in a touristic key, in the province of Santa Fe, Argentina, with a gender, intersectional perspective that combines theoretical categories of the social sciences. The approach to the topic is relevant because it involves the commitment of students of the Bachelor's Degree in Tourism. Their interest in the topic includes accessibility as a condition for the promotion of critical citizenships committed to human rights and autonomous access to tourism opportunities. The author of the article is a professor of the subject involved: Argentine Historical Processes and Heritage. And a postdoctoral fellow (ISHIR-CONICET) with her work plan: “Cultural heritage, writings, culinary knowledge and genres in the province of Santa Fe” (2023-2026).
Social impact and feedback to teaching through participatory dialogues: the case of the collaborative tables of the programs of Community Engagement of the Universidad Bernardo O'Higgins, Chile.
The Community Engagement seeks to connect academic learning with the social reality significantly, allowing the development of university teaching and academia in the environment. The Universidad Bernardo O'Higgins implements systematic interaction programs in the territories that conclude in a device called Collaborative Tables, which brings together students, teachers, community partners and officials, allowing feedback between academia and society. The objective of this qualitative study, with a phenomenological design, was to identify the bidirectional contributions of these programs, analyzing the relationship between both sectors and the feedback to teaching. The analysis of the discourses of 228 participants, obtained through focus groups, revealed that authentic and situated learning methodologies favor student empowerment and the development of 21st century skills. Trust building and sustainable development of actions were also highlighted. As a result, it is observed that these experiences improve university teaching by incorporating new pedagogical strategies, subject products reinforcing learning outcomes. In conclusion, spaces for social dialogue between territories and universities enrich higher education, promoting the exchange of knowledge and strengthening teaching through continuous collaboration.
Vinculación con el medio desde la universidad estatal en tiempos de cambio
Contribuciones de la Universidad de Magallanes al Desarrollo Regional: bidireccionalidad y transversalidad de la Vinculación con el Medio
Este artículo examina el estado actual de la Vinculación con el Medio (VcM) en la Universidad de Magallanes (UMAG), como ejercicio de evaluación de los esfuerzos institucionales por implementar lógicas claras y operativas para la bidireccionalidad, transversalización y evaluación de esta emergente función de la Educación Superior. Los resultados revelan fragmentación institucional, baja articulación entre unidades y escasa participación comunitaria en etapas clave. No obstante, se destacan instrumentos basados en co-construcción del conocimiento y pertinencia territorial, que permiten superar lógicas y enfoques unidireccionales. Este estudio permitió generar indicadores sistematizados y herramientas de evaluación. Se concluye que es necesario avanzar hacia modelos institucionales que reconozcan la complejidad de las relaciones universidad- sociedad, eviten el extractivismo académico y valoren los saberes locales.
Deficits, Mechanisms, and Methodologies to asset Impact in Community Engagement in chilean higher education
The article is a review of the deficits, methodologies, and mechanisms used to assess the impact and contribution of Community Engagement initiatives in Chilean higher education. Given the growing importance of accountability in the academic sphere, the evaluation of Community Engagement faces significant methodological challenges, particularly regarding the measurement of the impact and contribution of these initiatives. Through an analysis of current regulations, studies, academic debates, and case reviews, some difficulties in achieving effective evaluation are identified.
Institutionalization of Community Engagement: A new challenge at UMCE
<a href="https://www.revistas.usach.cl/ojs/index.php/rut/The recent Community Engagement Policy of the Metropolitan University of Educational Sciences responds to institutional needs, as well as to legislation in Chile, such as laws 21.091, 21.094 and 20.129. This policy allows us to reflect on the level of development of the Connection with the Environment, the capacities and institutional components that must be created, deployed and developed in area of territorial connection between the university and the territory, Considering the importance of the third university mission. This study presents the need to institutionalize the Connection with the Environment at UMCE, transmitting to the university community the principles, purposes, preferred spaces and areas of action of the community engagement, dialoguing with techniques and criteria of accountability of the area. that contribute to making the UMCE an institution that operates in a coherent and articulated way in the environment. This allows the university to unfold in a manner consistent with its surroundings.">The recent Community Engagement Policy of the Metropolitan University of Educational Sciences responds to institutional needs, as well as to legislation in Chile, such as laws 21.091, 21.094 and 20.129. This policy allows us to reflect on the level of development of the Connection with the Environment, the capacities and institutional components that must be created, deployed and developed in area of territorial connection between the university and the territory, Considering the importance of the third university mission. This study presents the need to institutionalize the Connection with the Environment at UMCE, transmitting to the university community the principles, purposes, preferred spaces and areas of action of the community engagement, dialoguing with techniques and criteria of accountability of the area. that contribute to making the UMCE an institution that operates in a coherent and articulated way in the environment. This allows the university to unfold in a manner consistent with its surroundings.
Inter and transdisciplinary in the training process. Social Responsibility plus Innovation and Entrepreneurship. University of Talca
The qualitative research analyzed the contribution to the training process of 143 undergraduate students who took the pilot module Social Responsibility through Innovation and Entrepreneurship of the University of Talca under the Service-Learning methodology, linking the student body with communities in the Region of Talca. Maule. Through content analysis, we sought to investigate how the inter- and transdisciplinary seal contributed to the teaching-learning process, taking into account the a priori categories: Interdisciplinary, Transdisciplinary, Social Skills and Professional Training. Among the results, it is observed that the students valued the experience, highlighting a positive contribution to their training process, highlighting an improvement in their social skills, collaborative work and approach to the real, diverse, challenging work world with complex problems in which to generate contributions.
Strengthening Alumni Relationships: The case of the University of Santiago of Chile
This article examines the management model implemented by the Unidad de Vínculos con Egresados/ as, Empleadores y Sectores Productivos of the University of Santiago of Chile in its first five years. Initial objectives, strategies, and lines of work are evaluated, as well as the results obtained and the areas for improvement identified to understand how its role in the relationship with graduates and employers has been strengthened, improving the forms of relationship through the institutionalisation. The methodology includes a theoretical analysis, a review of the Unit’s work, and an evaluation of the management model implemented. Among the main achievements are the effective relationship with students and recent graduates, through early loyalty, as well as with graduates with professional careers, through secondary loyalty, and the strengthening of ties with employers. In addition, the good practices and the leadership of the Unit in instances of VCM at national and international levels are highlighted. The Unit’s projections are focused on consolidating its strategic lines and expanding its impact, strengthening and diversifying the forms of relationships with graduates, and favouring their professional development and connection with the University.
Impact of Technification on Community Engagement: An Analysis in the Chilean Context
The article examines the process of technification of community engagement within the context of Chilean higher education, a phenomenon influenced by the prevailing neoliberal model. Community engagement, which initially emerged as a university extension aimed at society, has been reconfigured over the past decades as an institutional function with specific regulatory frameworks, responding to the demands of accreditation and quality control. This shift has led to the technification of practices and policies, distancing them from their original focus on free interaction with the community. The text points out that this process is marked by tensions between market demands and the social mission of universities. Although greater formalization and standardization of engagement have been achieved, this has also generated the risk of denaturing its purpose, transforming it into a mechanism more oriented toward meeting external criteria rather than responding to the real needs of the community. Moreover, it is questioned whether technification has contributed to the distancing of universities from the territories in which they are embedded, weakening the possibility of generating a significant impact on local contexts.
Editorial of the first Issue of "Universidad y Territorio"
Editoral redactada por Osvaldo Bernales Rivas, presidente de la Red de Vinculación con el Medio
Copyright (c) 2024 Revista Universidad y Territorio https://creativecommons.org/licenses/by/4.0
Interview with president Osvaldo Corrales. State universities and their commitment to territories
Osvaldo Corrales es el presidente del Consorcio de Universidades del Estado de Chile (CUECh). El rector de la Universidad de Valparaíso fue nuevamente elegido, por unanimidad, este 26 de junio, para seguir encabezando el CUECh por dos años más, rol que desempeña desde el año 2022. Es Doctor en Psicología Social por la Universidad Complutense de Madrid y Magíster en Comunicación Política por la Universidad de Chile. El presidente del CUECh ha prometido continuar con la trayectoria que ha desarrollado en los últimos dos años, fomentando el trabajo de vinculación con los territorios de nuestro país y trabajando por el fortalecimiento de las instituciones estatales de educación superior universitaria.
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Systematization of a Proposal for Community Engagement and Curriculum Articulation in Higher Education in Chile: The case of Psychology at the University of Aysén
This work aims to present the systematization of the process of construction and implementation of a Community Engagement model (hereinafter VcM -in spanish) for the Psychology degree at the University of Aysén (hereinafter, the University); as well as their contributions and challenges to enhance the bridges between university engagement and curricular articulation. The systematized engagement model proposes to consider a community approach in a transversal way, which integrates training in participatory methodologies, intervention and community strengthening, public policies and evaluation of psychosocial projects. During 2021 and 2022, this model was implemented, which involved working together with various units of the University and social agents together. All of the above, aligned with the Institutional Educational Model, the VcM guidelines, and the curricular itinerary of the degree, considering interline articulations that aim at the development of performance criteria in the practical field. Through a mixed investigative approach, multi-state diagnoses were constructed together with community partners. The systematization shows the good results in terms of teaching-learning management in VcM, with emphasis on bidirectionality and territorial relevance. On the other hand, the experience challenges the need for greater community-university articulation, considering the importance of the curricular itinerary to improve evaluation processes, with the participation of social agents, allowing the perfectibility of the curriculum based on the needs of the communities themselves.
Architecture Degree Process University of Santiago de Chile: Service Learning Experiences
The development of the pedagogical methodology of Learning and Service (A+S) since the earthquake of February 27, 2010 at the USACH School of Architecture, allowed the development of experience that was transferred to the degree process of the students; it has a development of more than twelve years. In this period, it has been possible to implement relevant learning in the current career professionals in various lines of work, whether community projects, heritage interests, residence, emergencies and disasters, and health issues. This has allowed us to interact with agents from various territories of the country and thus be able to meet their requirements for projects that address their needs, expectations and hopes. These projects allowed students to visualize a work committed to a social perspective and focused on responding to specific situations in the community in the scope of their professional work.
Promoting STEAM Learning in the Rural Schools of Chiloé. Proposal of activities for the development of STEAM skills
The objective of this proposal is to implement the STEAM (Science, Technology, Engineering, Art and Mathematics) methodology in rural schools in the province of Chiloé. This methodology is considered an innovative and effective strategy to promote learning and the development of key competences in students. The proposal is based on the positive results of motivation and commitment that the implementation of the STEAM methodology has produced in rural educational environments. Through practical and interdisciplinary activities, it seeks to prepare students to face the challenges of the 21st century, fostering skills such as creativity, critical thinking and collaboration. The implementation of this methodology requires the support and active participation of teachers, as well as inter-institutional collaboration between different educational actors. In this way, it is expected to lay the foundations for meaningful and lasting learning, contributing to technological development and educational equity in the region. This proposal represents a valuable opportunity to enhance the integral development of students in rural schools in Chiloé, reducing educational gaps and strengthening the necessary competencies to face the challenges of the contemporary world.
Service Learning and STEM careers in higher education: A bibliometric review
This article analyzes the academic production on SL in STEM formation, through a bibliometric approach, using a non-experimental and cross-sectional design, considering the last decade (2013-2022). A total of 41 articles were collected from the Scopus data base, which were analyzed using the R programming language, mainly the bibliometrix package. A significant growth in the publication of articles (11.3% in the last year), a large dispersion of authors and a high number of journals (1.3 articles per journal) were detected. Using Callon's (1991) strategic diagram, basic, motor, niche, and growing or declining themes were detected. The basic studies document SL success cases in higher education institutions, while the motor studies address the challenges of SL curricular integration, as well as its relevance for teaching sustainable development. On the other hand, there is a growing interest in integrating SL with Project-Based Learning (PBL), but there is a need to increase the number of articles that address the integration of different Active Learning Methodologies in STEM training, and their effect (individual and joint) for the achievement of formative objectives. Recommendations are provided for policymakers and researchers. Key words: Bibliometrics, Service Learning, STEM, Higher Education.
Community engagement in Chile: academic debate and empirical research
The recent legislation in Chile on community engagement has created new institutionalization processes that emphasize accountability, management models, and standardization of community engagement, creating tensions between state authorities, institutions, and professionals. In response, researchers have developed new essays and empirical research, created university networks, and organized national seminars and international conferences. This reflects a growing interest in the subject and the emergence of a new field of research in Chile. The aim of this article is to analyze this emerging field of research and describe its main themes and critical issues. For this purpose, it is based on a systematic review of the literature on community engagement, including 40 publications. As part of the results, two theoretical currents are identified: an adaptive and a critical one. Following the conceptual scheme of Fransman (2018), it is described how community engagement, being framed in accountability, privileges studies situated in narratives and institutions, leaving studies on practices, identities and artifacts in a second place. The article concludes with a call to broaden the questions and themes for future research.