Integrating spirituality as the sixth dimension for institutionalizing service-learning: A rubric and framework for Catholic higher education institutions

2026 IJRSE – Volume 15 Issue 16

Available Online:  24 June 2026

Author/s:

Niku, Vicente
De La Salle University, Philippines (niku.vicente@dlsu.edu.ph)

Abstract:

In 1999, Andrew Furco revolutionized experiential learning assessment by publishing the Self-Assessment Rubric for the Institutionalization of Service-Learning in Higher Education. Built upon five core organizational dimensions (Philosophy and Mission, Faculty Support, Student Support, Community Participation, and Institutional Support), this benchmark matrix allowed universities to measure their transition from ad hoc community volunteerism to fully embedded, sustainable engagement. However, for Catholic Higher Education Institutions (CHEIs), community engagement is not merely an educational reform strategy or a civic obligation; it is a direct expression of the Gospel, the Catholic Social Teaching (CST) tradition, and an incarnational spirituality. Drawing from modern scholarly discourses this article argues that the classical five-dimension framework is structurally incomplete for faith-based academies. This study proposes and conceptualizes “Spirituality” as the definitive Sixth Dimension of service-learning institutionalization for CHEI’s. By expanding Furco’s multi-stage developmental continuum (Critical Mass Building, Quality Building, and Sustained Institutionalization), the author formulates a complete evaluation rubric tailored for CHEIs. This tool empowers institutions to measure how deeply service-learning serves as an itinerary of discernment, a site of theological and charism reflection.

Keywords: service-learning, institutionalization, Catholic Higher Education, spirituality, Andrew Furco, assessment rubric, Catholic social teaching

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DOI: https://doi.org/10.5861/ijrse.2026.26867

Cite this article:
Niku, V. (2026). Integrating spirituality as the sixth dimension for institutionalizing service-learning: A rubric and framework for Catholic higher education institutions International Journal of Research Studies in Education, 15(16), 79-89. https://doi.org/10.5861/ijrse.2026.26867