The trajectory that learning has had in the University in recent years has proven to be a very complex process when it comes to acquiring academic skills  . To this end, the service-learning (SL) disciplines can offer a unique opportunity for the civic development of university students. It is important to remember that future generations will face many pressing social and environmental issues of a citizen nature  . In this way, collaboration among other variables might improve the skills to make democratic decisions together. Moreover, it could be also considered a benefit to improve different elements of the curriculum, by ensuring out students have endless real opportunities though this pedagogy. All these variables have been combined with different actions aimed at improving real-life aspects that need active emotional participation  [6). In this regard, acquiring values while implementing academic competencies, promotes social inclusion, activates networks of commitment, sustainability and inclusive awareness  .
There is a large body of research that link values with SL experiences  . Therefore, it is of interest to develop tools to measure these associations, and more precisely, the acquisition of values when applying the service-learning methodology. Most of these values have evolved throughout history adapting themselves to everyday reality and a society in continuous globalisation although the essence of their meaning is based on the immediate support or help that a person or group can offer in a given emergency. Higher education is a principal agent for addressing the sustainable development goals, where immediate social connotation about the terms are raised above any political, cultural or religious difference. Moreover, SL might be a powerful tool for social transformation, although little research has been carried out on its academic impact in the context of Higher Education . Although there is a fairly and universal consensus in the acquisition of values, cultural preferences always stand out.
On the other hand, human values play a crucial role in human actions, influencing several aspects of life. It has been commonly argued that values should be taken into consideration as drivers of well-being. Moreover, some literature has suggested a relationship between values and well-being which sheds lights on how extrinsic values such as security, power and tradition are associated with lower life satisfaction. Moreover, human values have been linked to prosocial behaviour. More precisely, this is understood to mean that any behaviours that a person willingly does whose objective is the benefit of others is known as prosocial behaviour . With regards to achievements and their effect on well-being, Gerbino et al.  found in two different studies with Italian adolescents that prosocial behaviour is a strong predictor for academic achievement in the short and long term, which in turn has been related to well-being. Thus, most of the values proposed and related to SL in the literature are sorted in terms of responsibility, commitment, solidarity, respect and dialogue. The value of responsibility can be considered a characteristic related to morality, which leads us to accept the consequences of our actions. Moreover, within the University environment, the students would fulfil the commitment to put into practice their personal values by taking committed actions in daily life, and by act responsibly and properly. Commitment is also linked to a social work. It is the indispensable element for the community to progress as a result of their involvement as educational agents (e.g., managers, teachers, families, among others) and citizen institutions that work for the common good . Furthermore, respect is the basis for moving towards a more equitable and humane society. It is a concept rooted in social action, where we include respect the other, the dignity of the person and the absolute value of every human being . In this way, SL promotes the necessary conditions for all students to feel, and exercise based on understanding, dialogue, respect for diversity, dignity and values. But SL methodology is also ideal for supporting both the school and the family in the development of civic values. On the other hand, one should find solidarity in the literature, as a moral virtue and social attitude. It consists of fighting against the structural causes of poverty, inequality, lack of work, land and housing, denial of social and employment rights .
Different studies have found human values, and consequently their components, to be an import tool in life, since they are intimately related to well-being. Given the need to develop instruments to measure the impact of the SL methodology on student values, as well as civic attitudes, current research aims to develop a scale to shed light on values and civic attitudes related to University Students’ Service-Learning. Therefore, the main objective of this study was to analyse the consistency and internal structure factor of the proposed VAL-U scale. To date this has been a challenge in the Spanish population, since many tools are in English, but not for this population.