*3.1. Context*

This research explored a six-day extracurricular volunteer experience in Tangier, Morocco in January 2019 and June 2019 that involved 23 students from a Spanish university. The experience put these students in contact with people from a developing country. The gross domestic product (GDP) of the two countries should be highlighted as a gross indicator of their economic development level. In 2017, Spain's GDP was USD\$1311 billion and Morocco's GDP was USD\$109.1 billion.

During the six-day experience, students have the opportunity to become acquainted with the reality of immigration on the other side of the European border, participate in social projects, experience a culture and customs different to their own, and live as a group. The ultimate goal of this extracurricular experience is to promote student reflective learning regarding attitudes about sustainable development and explore the role that reflective learning plays in fostering sustainable development. In order to achieve this objective, the students are expected to engage in guided daily personal reflection.

Over the course of the experience, the students were introduced to three social projects in Tangier: (1) the Dar Al Baraka project of Casa Nazaret, a foster home that has arisen to respond to the needs of 10 people with special needs and without families and/or economic resources; (2) the Dar Tika project, a reception center that aims to provide care, training, and social insertion to underage girls at serious risk of social exclusion and/or lack of protection; and (3) the Padre Lerchundi project, a foster home for children that seeks to promote the integrated development of children aged 6 to 16 years old. In addition, as recommended by Elverson and Klawiter [48], at the end of each day, after participation in these projects, the students were encouraged to engage in guided reflection with their instructor.
