Costa Rican university extension brings English teaching to local communities: a critical perspective

Abstract

University extension constitutes one of the pillars of the social function of universities. By mandate of the state regulator, it must be included and promoted. However, there are few studies that have analyzed the impact of this activity on student training or on the benefits perceived by communities.

In the case of the English Teaching program at UAM, there are three exclusive school projects where students who wish to do so provide free courses to the population. This study explores the scope of this connection from the perspective of the various actors involved.

The sample included fifteen students who were carrying out their University Community Work (TCU), twelve faculty members from the program, ninety-three service beneficiaries, and two administrative staff members, to inquire about their experiences and criteria through digital instruments and interviews that were analyzed under a mixed approach.

The results indicate that the existing knowledge among faculty and students about the nature and regulations of the TCU is not sufficient. Students show satisfaction with the contributions they perceive in their development as future professionals and in the social work that allows them direct contact with social reality. Service beneficiaries express high satisfaction with it; however, they suggest some improvements.

In general terms, it can be affirmed that the university makes significant efforts to project itself toward the community in an appropriate manner. However, there are several aspects to be improved. Additionally, it concentrates on a single axis of action, wasting other opportunities for social impact