Abstract:

Introduction:
Enhancing student engagement through green chemistry education is a strategic priority to counteract the declining interest in scientific and engineering disciplines [1]. By addressing real-world challenges, such as the mismanagement of waste cooking oil (WCO), students establish a purposeful connection between chemical theory and environmental stewardship. Within this context, the CLARO project at the University of Jaén (Spain) utilizes a service-learning framework where Environmental Chemistry students apply fundamental principles to a circular economy challenge: the saponification of WCO into soap. This industry-inspired case study requires students to analyze process variables and decision-making scenarios while developing educational multimedia to raise public awareness [2,3]. Ultimately, these student-led materials serve as training tools for the local community, bridging the gap between academic theory and responsible waste management.

Objectives:
- To strengthen student understanding of chemical reactions through hands-on laboratory experiences.
- To promote awareness of circular economy principles and sustainable waste management.
- To enhance students’ digital competencies and scientific communication skills through the production of multimedia educational resources using AI-based tools.
- To support environmental awareness and knowledge transfer to the local community.

Methodology:
First, students studied the theoretical basis of saponification and the environmental implications of improper WCO disposal. Second, during laboratory sessions, they carried out the saponification reaction to transform waste cooking oil into solid soap, analyzing parameters such as pH, reaction conditions, and product yield. Third, students designed and produced a bilingual educational video explaining both the chemical process and its environmental relevance, using generative AI technologies for narration, visual design, and editing [4]. Following a technical visit to Cosmética Olivo, students benchmarked their laboratory work against industrial standards and integrated these insights into open educational resources for local environmental outreach.

Results:
Combining laboratory experimentation with multimedia production increased student engagement and participation. Students showed improved understanding of the saponification reaction and its environmental implications, while also developing teamwork, problem-solving, and digital communication skills. The multimedia resources generated in the project also contribute to environmental outreach by supporting community education on sustainable waste management.

Conclusion:
Integrating STEM laboratory experiences, circular economy concepts, and multimedia science communication within a service-learning framework can create meaningful educational experiences. This approach not only enhances student motivation and learning in chemistry but also facilitates knowledge transfer to society, promoting environmental awareness and responsible waste management practices in the community.

Acknowledgement:
Project carried out within the framework of the NEOTeAch programme of the NEOLAiA European Universities Alliance (Call for Proposals 2025–26).

References:
[1] Haack, J. A., & Hutchison, J. E. (2016). 4(11), 5889–5896
[2] Bringle & Hatcher (1996). J. High. Educ., 67(2), 221–239.
[3] Chirani et al. (2023). Clean. Waste Syst., 4, 100084.
[4] Mollick & Mollick (2023). SSRN Electronic Journal.

Keywords:

Service-Learning, Environmental Chemistry, Circular Economy, Saponification, Waste Cooking Oil (WCO), STEM Education, Science Communication.