SynthesisF1000Research2025
Beyond Classrooms: Community-Based Learning for Personal, Social, and Vocational Empowerment.
Synthesis in F1000Research, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper, 1 of them a synthesis that pooled it.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
1 citing paper in PubMed, 1 synthesis or guideline pooled it.
- Beyond Classrooms: Community-Based Learning for Personal, Social, and Vocational Empowerment.F1000Research · 2025Pooled it
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
6 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Community-Based Learning (CBL) situates learning with and within communities to build capabilities that extend beyond classrooms. This systematic review synthesizes evidence on the effectiveness of CBL for personal, social, and vocational empowerment. Following PRISMA 2020, we searched Scopus, Web of Science, ERIC, ProQuest, and Google Scholar (2010-2025) and conducted thematic synthesis complemented by bibliometric mapping. Of 8,395 records identified, 122 studies met inclusion criteria. Findings show consistent, positive effects on personal outcomes (e.g., self-confidence, agency, self-regulation) and social outcomes (e.g., teamwork, leadership, civic engagement), with vocational outcomes (e.g., employability, entrepreneurship, financial capability) also positive but more contingent on program design and market linkages. Effectiveness is strengthened by co-design with communities, cultural relevance, facilitator capability, cross-sector partnerships, and inclusive digital mediation; it is hindered by short funding cycles, heterogenous indicators, uneven governance, and equity/reporting gaps. The review further identifies three dominant conceptual and evaluative logics underpinning CBL implementation: capability-oriented, participation-based, and vocational transition approaches. The review integrates global evidence with local practices and SDG priorities (4, 8, 11) and proposes a unifying indicator logic to improve comparability across settings. We conclude that CBL functions as a systems intervention: when pedagogy is aligned with culture, governance, digital infrastructure, and labor-market connections, empowerment effects are stronger and more durable. Materials and extraction sheets are openly available on Zenodo to support transparency and reuse.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.