EFL teachers’ perceived challenges of implementing service-learning in higher education

Abstract

Service-learning has gained popularity in global education due to its effective blending of academic instruction with practical community service experiences. Despite its transformative potential, this model poses significant challenges that have been overlooked in scholarly research. This is most evident in the Vietnamese educational landscape, where educators struggle with the unfamiliarity of service-learning and its incorporation into existing courses. Therefore, this study endeavored to explore the challenges Vietnamese EFL teachers experience when service-learning is implemented in higher education. Semi-structured interviews were conducted with four teachers and subsequently analyzed through thematic analysis. The findings identified four key aspects, namely students’ lack of commitment, workload, insufficient resources, and time constraints. Based on these challenges, this study provides pedagogical implications for teachers and administrators to grasp the obstacles of adapting service-learning, paving the way for innovative plans and reforms in Vietnam’s educational system.