Abstract:

Developing professional and transversal competencies in higher education requires innovative teaching approaches that move beyond traditional lecture-based models. This study analyses the impact of implementing a service-learning (SL) methodology combined with peer co-evaluation in the course ‘Landscape Management and Technology’ of the Master’s Programme in Agronomic Engineering at the University of the Balearic Islands. The objective was to foster experiential and collaborative learning while enhancing students’ technical and reflective skills.

The new methodology was implemented in the Block II of the course, replacing conventional practices with team-based projects where the students designed and presented an urban tree management plan applied to specific areas of the university campus. A retroactive peer review process was integrated after each presentation, in which previously evaluated students acted as assessors, posed questions, and provided constructive feedback through a guided dialogue.

This pedagogical innovation is particularly relevant in the field of urban tree risk management, where professionals must balance safety considerations with the ecological and social value of urban trees. Quantitative analysis (one-way ANOVA with Duncan’s post hoc test) revealed a significant improvement in the Block II under the new methodology (p < 0.05), while theoretical performance (Block I) and overall grades remained stable. These results confirm the feasibility, reliability, and educational value of combining SL with peer co-evaluation to enhance engagement, critical thinking, and assessment literacy. Furthermore, extending this approach to the theoretical block could lead to a more integrated and holistic learning experience.

Keywords:

Active learning formative assessment experiential education, collaborative learning, professional competencies, sustainable landscape management.