**4. Results**

First, a DHC analysis of the reflections shown in the corpus (Questions 1 to 7) was performed using Iramuteq software (43,702 words; 24,031 words from the subcorpus of Group 1 and 19,671 words from the subcorpus of Group 2). Second, a mixed-method analysis of the perceptions expressed in Questions 8 to 10 was carried out using MAXQDA software. These questions formed a corpus of 11,822 words (5714 from Group 1 and 6108 from Group 2).

#### *4.1. Descending Hierarchical Classification (DHC) Analysis of the Reflections Expressed in Questions 1 to 7*

The first DHC divided the entire corpus into two di fferent classes (or lexical worlds) (see Figure 3). Class 1 corresponded in a significant way (X<sup>2</sup> = 34.81, *p* < 0.0001) to the main reflections expressed by Group 1, and Class 2 to the reflections of Group 2 (X<sup>2</sup> = 34.81, *p* < 0.0001).


**Figure 3.** Distribution of classes and their respective units of meaning (DHC 1).

In order to more specifically identify the main reflections conducted in each class, a second DHC analysis of each group was carried out. The second DHC showed six classes for Group 1, and four for Group 2. The latter completely coincided with those found in the first group. Figure 4 shows the quantification of the classes and the statistical evaluation of the words in each group, based on their frequency, chi-square, and significance.


**Figure 4.** Distribution of classes and their respective units of meaning (DHC 2).

Next, the six classes (or lexical worlds) were broken down to gain an understanding of the different reflections shown by the individuals interviewed in each case. It should be noted that the analysis only highlighted those words with a significance level of *p* < 0.0001.

#### 4.1.1. Class 1: Reflections on Di fferent Social Realities

In this class (which consisted of 18.1% of the corpus), Group 1 reflected on its own privileges. In addition, Group 1 participants mentioned what they thought (X<sup>2</sup> = 32.61) people of very di fferent realities were thinking: "Their life has to be very hard so that they have to think about all these things. Surely, they have lived experiences that are not even close to those I have lived at home or with my friends." (Participant 10, Group 1).

In Group 2, this class (which consisted of 13.3% of the corpus) placed value (X<sup>2</sup> = 34.36) on the right (X<sup>2</sup> = 36.13) to have health care (X<sup>2</sup> = 32.95) and public and accessible education (X<sup>2</sup> = 66.37). Likewise, this group reflected on the importance of achieving human rights in other countries so that social realities could be improved: "It would be interesting to create a residential center so that people do not live on the street and that guarantees them food and drink, as well as an education so that later they can have a dignified job that helps them to become self-su fficient." (Participant 21, Group 2). On the other hand, Participant 16 in Group 2 pointed out "I've become more aware of all reality, of everything. Because before I knew that there was poverty, that there were people on the streets sleeping... but until you see it in real life, you are not aware of the truth, of everything."

#### 4.1.2. Class 2: Reflections on the Work Carried Out in the Projects

The second class, with 23.6% of the corpus in Group 1 and 23.9% in Group 2, was oriented toward reflections related to social projects.

Regarding the Dar Al Baraka project of Casa Nazaret for people with special needs, the reflections of Group 1 were oriented toward the work (X<sup>2</sup> = 19.62) carried out with people with special needs (X<sup>2</sup> = 18.15). Those of Group 2, however, were oriented toward the family abandonment (X<sup>2</sup> = 27.91) su ffered by these people (X<sup>2</sup> = 52.47). Thus, one participant emphasized: "It has been a month since they went out in the streets! It is incredible. I wouldn't even be able to stay in for three days in a row ... ." (Participant 19, Group 2).

With regard to the work carried out in the Dar Tika project with girls in need of help and protection, both groups reflected on the importance of becoming aware of one's own privileges as well as of valuing and making better use of one's personal situation. "One night a girl from the foster home took us up to the roof ( ... ) and said to me, 'Do you know what that is?' and I said 'no'. 'Spain ... I'm going there.' she said. I realized that people would give their lives to come to Spain ... " (Participant 6, Group 1).

Finally, in relation to the work carried out in the Padre Lerchundi project with children at risk of social exclusion, both groups highlighted positive and hopeful reflections on the participants: "Even with all the terrible things they go through, they can still provide you with food, make your day happier, smile, share and make you feel at home." (Participant 15, Group 2) and "I would extend my stay longer and I would like to spend more time with those children and ge<sup>t</sup> to know them better." (Participant 23, Group 2).

#### 4.1.3. Class 3: Reflections on Possible Organizational, Personal, and Social Changes

With regard to class 3, in Group 1, with 13.6% of the corpus, reflections were linked to possible changes at the organizational level. Above all, in both groups (with 31.9% of the corpus), students highlighted time as the main limiting factor of the experience: "We go<sup>t</sup> to know many projects, but we didn't have the time to ge<sup>t</sup> to know the place and the people who were participating in each project. If we would have had more time, I think it would have been better, more enriching." (Participant 3, Group 1).

Group 1 also became aware (X<sup>2</sup> = 24.98) of the importance of making changes (X<sup>2</sup> = 42.36) at a personal level to bring about social improvement (X<sup>2</sup> = 15.91): "Even if we don´t like it, we are very ( ... ) and I don´t consider myself being so, but whenever you travel there you see how everything you are supposed to do well, you actually don´t. You think we could all give a lot more." (Participant 13, Group 1), and make changes at the social level: "Teach everyone to be more supportive, more empathetic, more friendly, not to be indi fferent ... I believe that the necessary change in the society of the planet is educational." (Participant 9, Group 1). Group 2 reflected on changes that participants would like (X<sup>2</sup> = 21.04) to carry out on a personal level in their daily lives (X<sup>2</sup> = 23.5): "I am a person who goes very fast in my life and I am always thinking about the future and I don't think anything about the present, so I have to focus more on the present and live quietly day-to-day, not so disturbed nor looking at what I am going to do later." (Participant 14, Group 2), and on how to carry on (X<sup>2</sup> = 19.56) learning in other solidarity organizations.

#### 4.1.4. Class 4: Reflections on the Personal Meaning of the Experience

Group 1 linked the fourth class (with 15.3% of the corpus) to personal reflections (X<sup>2</sup> = 31.2), encompassing how motivating (X<sup>2</sup> = 22.28) it had been to work with peers and other volunteers: "I used to say, 'What am I going to be able to do?', and there are people who are alone or with their partner and are doing everything they can, and it has made me think that 'I can also do something.'" (Participant 3, Group 1). Finally, Group 1 reflected on what they now needed in order to continue giving meaning to the experience: "Now I need to know what volunteer projects are here. I have seen what is being done in Tangier and Morocco, but what can I do from here?" (Participant 11, Group 1).

In the fourth class, Group 2 participants (with 30.9% of the corpus) reflected both on what the volunteering experience had meant on a personal level, and on how getting to know (X<sup>2</sup> = 22.69) di fferent social groups had opened up new (X<sup>2</sup> = 34.3) professional perspectives: "Working with disabled people did not call out to me, it did not attract me much, it was seen as di fficult and it is not an area that attracts me unlike immigrant children. Doing this experience has made me see that it is also an area that I like and in which I can participate." (Participant 17, Group 2). In any case, what is clear is that the experience was relevant to the students: "I believe that my way of thinking has changed... before I was still more likely to judge people without more, without even knowing them ... ." (Participant 23, Group 2). In addition, Group 2 participants highlighted personal limitations to continuing to give meaning to the experience: "I would like to be able to do something in September, but next year is my last year and between the final career project, afternoon classes, and practices, I do not see it and as much as I see the first semester, but of course, that depends on the theoretical load that have the subjects ... ." Participant 21, Group 2).

#### 4.1.5. Class 5: Reflections on Volunteer Work Carried Out and Future Goals

The fifth class, with 17.1% of the corpus of Group 1, was linked to reflections on what it meant to participate in volunteer work (X<sup>2</sup> = 52.37): "It is as if you open your eyes that you do not have to go far to have to help or to take part in such projects, but that nearby there are also people who need help, you can lend a hand." (Participant 10, Group 1). In addition, Group 1 also reflected on how they could continue to have experiences that allowed them to contribute (X<sup>2</sup> = 19.47) on a personal level (X<sup>2</sup> = 19.47): "We are already thinking of going to Aitor (Aitor is the coordinator of the area of Solidarity and Cooperation at the University of Deusto) so that he can tell us what volunteer projects there are here." (Participant 6, Group 1).

#### 4.1.6. Class 6: Reflections on the Lived Experience on the Border of Ceuta

In the sixth class, with 12.2% of the corpus, the participants reflected on the situation of chaos (X<sup>2</sup> = 43.83) that they experienced on the border (X<sup>2</sup> = 72.7) of Ceuta (X<sup>2</sup> = 114.11): "There is a di fference between me coming here just for a day and these people living in a mountain during winter time to ge<sup>t</sup> through the fence." (Participant 2, Group 1) and "You realize that children are the future and they are living in very bad circumstances... Then... I would guarantee them the things they need so that they could have a dignified standard of living and have a future. What life can all these children have with such a hard experience on the border, many of them without a family to protect them?" (Participant 21, Group 2).

#### *4.2. Mixed Methods Analysis of the Perceptions Expressed in Questions 8 to 10*

The first analysis was carried out to identify the frequency of coded segments in each category. An initial approximation of the presence of each category in the corpus was then possible (see Table 3).


In order to deepen each category, an analysis of the coded segments in each category and their frequency is presented below.

#### 4.2.1. Importance of Knowing the Projects to Develop Reflection

In Group 1, 92.30% of participants stated that the volunteer experience had proven to be a very useful tool in the development of their reflective skills. In Group 2, all participants highlighted its usefulness (see Figure 5).

**Figure 5.** Frequency of codes in the category "Importance of knowing the projects to develop reflection.".

Participants cited that it helped to be aware (28.6% of respondents in Group 1 and 28.1% in Group 2) of different social realities and to value one's own privileges (28.6% in Group 1 and 28.1% in Group 2). Thus, as one participant emphasized: "The experience has taught me how to reflect on what I have and how lucky I am. It has also taught me how to value things more and now I see that you can just be happy with so little." (Participant 1, Group 1). "Visiting the projects so closely, meeting the people who work there dedicating their lives, has made me see my life in a different way..." (Participant 12, Group 1). In addition, some participants stated in this category that the experience had helped them to think about (14.3% in Group 1 and 12.5% in Group 2) and to know (19% in Group 1 and 9.4% in Group 2) other realities. In some cases, this enabled students to compare (4.8% in Group 1 and 6.3% in Group 2) the different realities of several countries and encouraged a change (4.8% in Group 1 and

15.6% in Group 2) of perspective: "It has helped me to ge<sup>t</sup> to know one of the most questioned religions in my country from within, being able to broaden the perspective I have of Morocco." (Participant 11, Group 1).

4.2.2. Importance of Living the Experience with Peers to Develop Reflection

Participants valued the experience as a very positive opportunity to reflect with their peers. In this category, participants focused on how important it was to create a space in which each person could contribute with different perspectives, thoughts, or ideologies (52.9% in Group 1 and 35.7% in Group 2): "My colleagues always showed me another point of view of the situations we lived there. I was able to ge<sup>t</sup> to know different ideologies of people of my age who see the world through different lenses." (Participant 11, Group 1) (see Figure 6).

**Figure 6.** Frequency of codes in the category: "Importance of living the experience with peers to develop reflection.".

In addition, contributions from colleagues proved useful, on one hand, to raise new situations (29.4% in Group 1 and 42.9% in Group 2): "When exchanging opinions with them, I realized how significant many situations and ideas that I overlooked were, and vice versa." (Participant 10, Group 1). "It has been crucial for me to share this experience with my colleagues... Seeing them react, being able to contrast what we were each feeling... It has been a brutal experience, and my colleagues have played an important role in not feeling alone ... " (Participant 5, Group 1). On the other hand, such contributions enriched reflection (17.6% in Group 1 and 21.4% in Group 2): "As we expressed our ideas and thoughts together, it also gave me the opportunity to speak, be heard and reflect on what others have experienced. This made the experience more enriching." (Participant 18, Group 2).

#### 4.2.3. Importance of the Instructor's Role in Developing Reflection

The participants pointed out that the role of the instructor was very useful in guiding their reflections (42.9% in Group 1 and 45.5% in Group 2): "After dinner, we wrote down in a notebook what we have seen, felt, reflected on, lived, and observed during the day. This way, we had the opportunity to recall again what we had experienced during the day and to give it a second thought and to internalize it." (Participant 18, Group 2) (see Figure 7).

**Figure 7.** Frequency of codes in the category "Importance of the instructor's role in developing reflection.".

In addition, it was noted that the instructor had managed to motivate (21.4% in Group 1 and 27.3% in Group 2) the participants to reflect by creating a climate of trust and freedom (21.4% in Group 1 and 18.2% in Group 2): "I believe that Aitor has been a support and a guide, but I consider that the reflection was up to each one of us, how to carry it out, and how to interpret it. I consider that the role of the instructor has been based on an accompaniment on which we have been able to rely, if necessary." (Participant 5, Group 1).

Finally, there were those participants who believed that the instructor played an important role in solving doubts or clarifying ideas (14.3% in Group 1 and 9.1% in Group 2): "Aitor has made the whole experience easier for us on a daily basis. He encouraged us to make a reflection at the end of the day that helped us clarify our ideas." (Participant 7, Group 1).
