Digital Equity Through Service-Learning Partnerships: Bridging Academic Learning and Community Impact

Research Advances Section

Received August 20, 2025; Accepted for publication September 5, 2025; Published Early Access September 7, 2025

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Title: Digital Equity Through Service-Learning Partnerships: Bridging Academic

Learning and Community Impact

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Author: Jonathan H. Westover, Western Governors University

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​​​​​​​​​​​​​​​​Abstract: This article examines the emerging practice of utilizing service-learning partnerships to address digital equity challenges in underserved communities. Drawing on empirical research and organizational case studies, it analyzes how higher education institutions, community organizations, and private sector partners can collaboratively design interventions that simultaneously enhance student learning outcomes and address digital divides. The analysis reveals that effective partnerships leverage complementary expertise across sectors, create sustainable engagement models, and develop culturally responsive approaches to technology access, skills development, and support systems. When properly implemented, these interventions produce measurable improvements in digital inclusion while providing students with authentic professional development experiences. The article concludes with a framework for establishing, maintaining, and evaluating service-learning partnerships focused on digital equity, offering actionable insights for academic institutions and community partners seeking to develop similar initiatives.​​​​​​​

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Keywords: digital equity, service-learning partnerships, higher education, community organizations, private sector collaboration, digital divide, digital inclusion, digital equity interventions

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doi.org/10.70175/socialimpactjournal.2025.1.2.8

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Suggested Citation:

Westover, Jonathan H. (2025). Digital Equity Through Service-Learning Partnerships: Bridging Academic Learning and Community Impact. Transformative Social Impact: A Journal of Community-Based Teaching and Research, 1(2). doi.org/10.70175/socialimpactjournal.2025.1.2.8