Service Learning in Africa: Pathways to Social Transformation offers a theoretically grounded and empirically informed analysis of Service Learning (SL) as a pedagogical framework for transforming higher education in African contexts. The book responds to ongoing concerns regarding the limited social relevance of university education by examining how community-engaged, experiential learning can bridge the divide between academic knowledge and lived realities. Anchored in African philosophical traditions—particularly Ubuntu and related communitarian frameworks—the study situates SL within broader debates on decolonizing knowledge, human development, and socially responsive pedagogy. It engages critically with dominant Global North paradigms of SL, arguing for contextually grounded approaches that recognize communities as sites of knowledge production and partners in educational processes. The volume integrates conceptual analysis, methodological frameworks, and selected case studies from across African higher education institutions. It examines models of implementation, curriculum integration, ethical community engagement, assessment practices, and institutionalization strategies. Particular attention is given to the intersections between SL, social innovation, sustainable development, and Catholic educational thought. By synthesizing theory and practice, the book contributes to scholarship in higher education, development studies, and African philosophy, while offering a coherent framework for advancing contextually relevant and socially engaged forms of teaching and learning.