In the context of current-day South Africa, service-learning presents a unique opportunity to address systemic technological inequalities while developing future IT professionals. This study investigates how serving as technology educators transforms IT students’ professional and personal development. This study measured learning outcomes in 40 second-year IT students before and after 10 weeks of delivering computer literacy training to unemployed community members. Using the Service-Learning Outcomes Measurement Scale, we assessed how teaching technology influences knowledge application, professional development, civic engagement, and self-awareness. Utilising pre- and post-intervention surveys, the study reveals significant improvements across multiple dimensions. Participants demonstrated enhanced abilities to translate complex technical concepts for non-technical audiences, develop leadership skills, and deepen their understanding of technology’s social impact. Notably, gender-specific insights emerged, with female participants showing more pronounced improvements in civic responsibility and self-perception. Theoretically grounded in Experiential Learning Theory, Social Constructivism, Critical Pedagogy, and Transformative Learning Theory, the research highlights service-learning’s potential to develop technical competence and promote social transformation simultaneously. The findings underscore the importance of educational approaches that not only bridge technological divides but also shape socially conscious IT professionals who can effectively address both technical and societal challenges in the digital age.