The “Success and Failure in inclusion, diversity, and digital empowerment through service-learning” report will be an umbrella document summarizing all the project outputs from the SLIDE project for further use in policy-making and research on inclusion, diversity, and digital empowerment through service-learning.

To achieve this, the report will problematize service-learning and digital empowerment so that the users of the report can balance concrete and abstract knowledge. We believe that the field is ready for this inquiry, evidenced by the growth and interest in service-learning and and digital empowerment research. A special emphasis will be placed on the description and elaboration of failures for all stakeholders and target groups to understand that it is better to dare to fail in the implementation of service-learning and digital empowerment, than it is to fail to dare.

Beyond the lessons learned, this report serves to establish a culture that emboldens target groups to take risks and leverage their failures for successes. The success to make the positive social change to reach its true potential can many times be intangible, abstract, complex and hard to achieve. This can have a serious effect on how different target groups think about it. Therefore, the aim of the report is to encourage target groups for the risk-taking, creativity and continuous adaptation required for innovation. It should create open dialogue about failures and acceptance of them, giving all stakeholders incentives to innovate and fail forward. The knowledge collected in the report will be further used by final beneficiaries to design their own projects as a mean for producing learning from experience. In order to generate projects to be truly educative, this report will describe best practices that have generated interest, were worthwhile intrinsically, and that present problems that have awaken new curiosity, creating a demand for information and are also capable of fostering social development over time. Such application involves linking the principles of continuity and interaction, the process of problematization and inquiry, and the phases of reflective thought.