Abstract:

Service-learning (SL) combines academic learning with community service, promoting student development while addressing social challenges, particularly in rural areas where access to formal scientific education is limited. In an era of widespread misinformation, strengthening citizens’ critical thinking is essential for evidence-based decision-making.

The “BIOMETAC Caravan” project aims to bring biology and related sciences directly to rural communities in the province of León (Spain), contributing to scientific culture, social inclusion, and public engagement with science. Meanwhile, this initiative provides university students with opportunities to develop transversal skills such as communication, teamwork, problem-solving, and civic responsibility in real-world contexts. The project involved students from the Biology, Biotechnology, and Environmental Sciences degree programs at the University of León, who designed and implemented seven workshops addressing current scientific topics of physiology, microbiology, zoology, botany, geology, anthropology, genetics, and ecology.

However, SL projects focused on scientific outreach in rural areas face a key challenge: ensuring visibility and participation beyond the immediate physical context. In this regard, social media represents a valuable tool for expanding the reach and visibility of these initiatives. In both editions of the “BIOMETAC Caravan” project, Instagram was strategically used to share and promote the biology workshops.

For this purpose, a student from each workshop team, coordinated by a supervising professor, was responsible for producing digital content aimed at presenting scientific topics in an accessible and engaging way. These materials were used both to promote upcoming activities and to document the development of the sessions. Additionally, pre- and post-questionnaire on social media-related concepts assessed whether students improved their knowledge after using these tools throughout the project.

The use of Instagram fostered community engagement and helped bridge the geographical gap between rural areas and urban scientific centers. Across both editions, the project’s Instagram account grew from 262 to 528 followers. In the second edition, 18 publications reached a mean of 619 accounts per post, with workshop documentation videos achieving the highest mean views (1,629), compared to promotional videos (1,239) and event posters (990).

Moreover, students developed essential skills in digital science communication, creativity, teamwork, and the adaptation of scientific content for diverse audiences. Pre- and post-test assessments revealed an improvement in student knowledge across both editions, with mean scores increasing from 70.4% to 76.7% in the first edition (n=6) and from 68.3% to 79.3% in the second edition (n=5). Although these differences did not reach statistical significance, likely due to the small sample sizes, they indicate a positive trend in learning outcomes related to social media management and science communication.

Overall, the “BIOMETAC Caravan” experience demonstrates that integrating social media into SL initiatives enhances the reach of scientific outreach while developing students’ digital communication skills, reinforcing the potential of social media as a transformative educational tool beyond simple dissemination.

Keywords:

Service-Learning, Science Communication, Social Media, Rural Education, Biology.