University extension in its pedagogical dimension: extension knowledge and professional training at UNLP

Abstract

Within the framework of meanings that are constructed in university extension, this work focuses on its pedagogical dimension and on student participation in projects. Within the framework of a student scholarship for university extension, an interpretive study was conducted, the processes and results of which are presented here. The connections between participation in extension and student education were investigated, as well as the meanings they construct about extension throughout their career. From the analysis of the semi-structured questionnaires and in-depth interviews, conducted with students and directors of four extension projects, findings suggest that participation in extension fostered learning of various kinds. In the professional field, learning experiences in teamwork, communication, planning, and conflict resolution stand out. Regarding disciplinary content, learning varies according to the discipline, but the adaptability and knowledge application in different contexts are emphasized. Methodologically, students emphasize learning in public speaking and workshop planning, while directors highlight the management of workshop-based classroom, self-assessment and reflection. Regarding the knowledge of extension, both actors agree on its practical and adaptive nature, although the director emphasizes organization and sustainability, while students value experiential learning. Finally, the image of university extension is configured from complementary perspectives: students through their personal experience and the director from a structured vision of the process.