Abstract:

Engineering education faces the challenge of training professionals in both technical and transversal skills. Traditional teaching methods, based mainly on theoretical lessons and isolated practical sessions, often fail to foster transversal skills such as teamwork, communication, and civic engagement. To address this gap, this study proposes the integration of the Service-Learning (SL) methodology into the Agri-Food and Rural Environment Engineering Degree (GEAM) and the Master’s Degree in Agronomic Engineering (MEAG) at the University of the Balearic Islands (UIB).

The proposal centres on the design of Sustainable Urban Drainage Systems (SUDS) as a real-world challenge that connects academic learning with community service. Four subjects will be redefined to form a coordinated and interdisciplinary framework in which students progress through the different SUDS design phases, from topographic and hydraulic analysis to the proposal and dimensioning of SUDS in specific campus areas. This approach enables the acquisition of both technical and transversal competencies established by Orders CIN/323/2009 and CIN/325/2009, while enhancing motivation, creativity, and social responsibility.

The effectiveness of the proposal will be assessed through competency-based rubrics, student and faculty surveys, and direct observation, allowing both quantitative and qualitative evaluation of its impact. The integration of SL is expected to promote active, meaningful learning and to strengthen the link between engineering education and sustainable community development.

Ultimately, the expected outcomes include the development of valuable resources for both students and the UIB, such as detailed cartographic materials of the selected campus areas, technical documentation from the SUDS design process, and stable teaching materials that can support future implementations of the project. In addition, this coordinated SL framework has the potential to evolve into a long-term, institutionalized teaching model, applicable to future courses and adaptable to diverse engineering contexts.

Keywords:

Service-learning, agricultural engineering, collaborative learning, professional competencies, sustainable landscape management.