In the field of social work (SW), social capital is generally defined as the connectivity among people (based on trust, norms and networks), which enhances community cooperation and civic engagement for mutual benefit. In terms of educational tools targeting the development of social capital by civic participation of students, Service-Learning (SL) has emerged as a form of pedagogy that combines learning with service, i.e. meaningful actions that meet the needs of the community. SL is often considered signature pedagogy for civic and professional development of social work students. Data on the high number of companion animals worldwide, as well as the increasing number of studies on the mechanisms and psycho-physiological benefits of human-animal interactions (physical and mental health), indicate that animals are significant components of human ecologies (i.e. interspecific social networks). Also, there are an increasing number of animal-assisted programs addressing community needs, in which the students are willing to participate. Several studies indicate that positive human-animal interactions, such as animal presence in SL programs (companion animals of clients or therapy animals), facilitate social bonding (interpersonal connectivity), as well as bring individual benefits, such as stress reduction, positive affect, self-regulation, increase the favourable attitudes toward animals and the awareness toward the human and animal needs. In this paper, we aim to perform a qualitative analysis of the existent literature on the SL programs for Social Sciences students in connection to animal-assisted activities in order to identify the elements of an interdisciplinary curriculum addressing the civic development of students through SL-based human-animal interactions.