Abstract:

Objectives:
The primary objective of this study is to evaluate the evolution of a Service-Learning (SL) model implemented in the Higher Vocational Training of Transport and Logistics (2022-2026). Specifically, it aims to:
- Assess the integration of LEAN and 5S methodologies in real-world social environments.
- Measure the effectiveness of multidisciplinary collaboration in supply chain management.
- Analyze the professionalization of logistics infrastructures in third-sector entities.

Methodology:
A qualitative, longitudinal action-research design was applied across three successive SL projects.
Phase I (Initial): Technical optimization of warehouses (Special Olympics Aragón) using LEAN tools. First, LEAN and 5S methodologies were applied with the organitation Special Olympics Aragón, where students designed the warehouse layout and managed its physical implementation.
Phase II (Multidisciplinary): Coordination of reverse logistics in "One Toy, One Smile" involving IT and Social Care programs. The model then evolved into a multidisciplinary project, “One Toy, One Smile”, coordinating supply chain and reverse logistics in collaboration with an another Higher Vocational Training courses Mechatronics, IT, and Social Care programs.
Phase III (Comprehensive): Infrastructure redesign and stock management professionalization for AMASOL. Finally, the “San Valero Dona” (2025–26) project, in partnership with AMASOL (Association of Single Mothers), engaged students in a comprehensive technical intervention: infrastructure redesign, shelving assembly, and professionalisation of stock management. Data were collected through reflective student journals, partner organisation evaluations, and competency assessment rubrics.

Results: Analysis across the four editions reveals a consistent triple impact.
Academically, students consolidated technical competencies in finance, procurement, and warehouse management by operating in authentic environments of uncertainty.
Socially, each partner NGO reported measurable operational improvements, increased storage capacity, reduced picking times, and enhanced crisis-response capability.
Personally, participants demonstrated significant growth in teamwork, problem-solving, and civic engagement, as evidenced by self-assessment instruments and supervisor reports.

Conclusions:
The findings confirm that placing pedagogy at the centre of technical training enables Vocational Education to deliver high-quality logistical solutions with a profound human dimension.
The SL model proves scalable and replicable across cycles and partner organisations, offering a transferable framework for integrating social responsibility into professional qualifications. Future research will focus on longitudinal tracking of graduates’ civic commitment and on the systemic impact of sustained collaboration with third-sector entities.

Keywords:

Service-Learning, Vocational Training, Logistics, Lean Methodology, Social Innovation, Community Engagement.