This article presents the development and theoretical justification of a pedagogical model aimed at fostering students’ social responsibility through the systematic integration of volunteer activity into the higher education curriculum. The methodological framework of the study is grounded in pedagogical modeling, a systematic review of scholarly literature, and the synthesis of theoretical and empirical approaches. The resulting model comprises four interrelated components: target, content, procedural, and evaluative-resultative. The scientific contribution of this work lies in the construction of a coherent pedagogical framework that integrates contemporary theories of moral identity, social identity, and transformative learning, while reflecting current formats of volunteer engagement and educational practice. The model is based on validated principles of learning environment design and is oriented toward the cultivation of civic consciousness, an understanding of the social relevance of future professional activity, and a readiness for socially engaged behavior. The findings of this study may inform the implementation of volunteerism within university curricula and the design of educational strategies aimed at promoting civic responsibility and social inclusion among students.