To become a teacher one must possess a minimum of pedagogical competences, obtained by the completion of pedagogical-psychological-didactic-methodical education. It is assumed that it will be followed by professional growth in the foreseeable future – but that does not necessarily happen. One way to provide a better head start for prospective teachers and their future students is to implement a service-learning (S-L) – a pedagogical approach that combines academic coursework with voluntary service in the community. The aim of this study is to determine the initial interest of students for engaging in service-learning within compulsory courses of pedagogical-psychological-didactic-methodical education and to investigate the relationship between the level of service-learning information and the reported interest in service-learning. Participants were 42 graduate students, divided into two groups – experimental (attended a lecture on service-learning between measurements) and control group (no intervention between two measurements). Results demonstrate high(est) interest for service learning within the course Psychology of Education. Prospective teachers that attended the lecture on service-learning became more interested in it. Most of the students think that engaging in service-learning would lead to higher motivation and better knowledge of the course. These findings should encourage teachers and policy-makers to consider the implementation of S-L in educational institutions in order to improve educational efficiency on all levels of the educational system.; Da bi osoba postala nastavnik(ica), mora posjedovati minimalne pedagoške kompetencije, koje se dobivaju završetkom pedagoško-psihološko-didaktičko-metodološkog (PPDM) obrazovanja. Pretpostavlja se da će ono biti praćeno profesionalnim napredovanjem u budućnosti, ali to se ne mora nužno i dogoditi. Jedan od načina za osiguranje boljeg početka karijere budućih nastavnika(ica) odnosi se na uvođenje društveno korisnog učenja (DKU) – pedagoškog pristupa, u kojem se kombiniraju akademsko učenje i volonterska praksa u zajednici. Cilj ovog rada je utvrditi inicijalni interes studenata za angažman u DKU u okviru PPDM obrazovanja, kao i istražiti vezu između razine informacija o DKU te iskazanog interesa za isto. U istraživanju su sudjelovala 42 studenata(ice) na diplomskoj razini, podijeljeni u dvije grupe: eksperimentalnoj (koja je pohađala predavanje o DKU) i kontrolnoj (u kojoj, između dvaju mjerenja, nije bilo intervencija). Rezultati ukazuju na veći interes za DKU u okviru kolegija psihologije obrazovanja. Budući nastavnici(e), koji su pohađali predavanje o DKU, iskazali su i veći interes za isto. Većina studenata smatra da bi angažman u DKU vodio do veće motivacije, kao i više razine znanja. Ovi bi rezultati trebali ohrabriti nastavnike i aktere obrazovne politike za uvođenje DKU u obrazovne ustanove, kako bi se unaprijedila učinkovitost obrazovanja na svim razinama obrazovnog sustava.