Abstract:

This paper presents an educational innovation developed at the University of the Basque Country (EHU) that integrates Research-Based Learning (RBL) into final-year projects for Engineering and Architecture students. The initiative addresses one of society’s most pressing challenges: active and healthy ageing, with a focus on mitigating loneliness through sustainable and inclusive urban and architectural design.

The project is framed within the IKD i³ educational model, promoting interdisciplinarity, innovation, and internationalization. Students work collaboratively on real-world problems linked to ongoing research initiatives, applying technical knowledge while developing transversal competencies such as critical thinking, social commitment, ethics, and teamwork.

The methodology combines co-creation processes between university teams and housing residents, fostering an inclusive and participatory approach. By embedding Sustainable Development Goals (SDGs)—including health and well-being (SDG 3), quality education (SDG 4), gender equality (SDG 5), reduced inequalities (SDG 10), and sustainable cities (SDG 11)—into the curriculum, the project enhances students’ employability and awareness of global challenges.

Preliminary results show that 85% of participating students reported increased motivation and engagement, and 70% demonstrated improved integration of sustainability principles in their technical proposals. Examples include redesigning public spaces to improve accessibility and proposing housing adaptations to support ageing in place. Furthermore, the experience demonstrates the potential of RBL to transform traditional teaching practices into active, socially relevant learning environments, bridging academic knowledge with real societal needs.

Keywords:

Research-Based Learning, Educational Innovation, Sustainable Design, Inclusive Architecture, SDGs, Interdisciplinary Education, Higher Education.