Service-Learning with migrants through playful learning to foster pre-service EFL teachers' competences

This study investigates the impact of a Service-Learning (SL) initiative designed for pre-service English as a Foreign Language (EFL) teachers as part of the INCLUSO Project. Addressing the need to develop intercultural and prosocial competences among future primary school teachers, the intervention engaged university students in teaching English to recently arrived migrants through playful learning strategies. Crucially, the integration of playful pedagogies led to the design of contextualized, stress-free and engaging lessons fostering migrant's English language proficiency and integration in European context. Employing a qualitative approach including focus group interviews the research explored the experiences and perceptions of seven undergraduate participants. Findings reveal that the SL experience fostered participants' critical thinking, empathy, and social responsibility, while challenging stereotypes and promoting social justice. Pre-service teachers demonstrated heightened intercultural sensitivity and developed adaptive strategies to navigate barriers in diverse classrooms. This study underscores the transformative potential of SL—particularly when synergistically combined with playful learning and critical reflection—in cultivating adaptable, inclusive, and socially responsive EFL teachers equipped to address the complex needs of diverse learners.