Service-Learning (SL) as a strategy to enhance engineering education through STEM teaching in secondary basic education

Abstract

Deep learning is enhanced not only through reading and courses, but also by teaching others, which involves preparing content and connecting topics. Service-Learning (SL) combines academic content learning with social engagement, allowing students to apply knowledge in real-world contexts while developing soft skills and civic values. In engineering education, SL connects theory and practice, reinforcing knowledge and fostering skills such as collaborative work, effective communication, and critical thinking, thereby promoting more meaningful and applicable learning. This article presents an experience aimed at strengthening engineering education through the SL strategy, in which university students participate in pedagogical activities designed to enhance their learning and holistic development by teaching others. Students improve their learning by preparing and teaching content. This methodology aims to consolidate their knowledge by developing educational materials that meet instructional requirements. The beneficiary population includes students from the Rafael Uribe Technical Educational Institution in the municipality of Toca, Boyacá. The pedagogical activities organized by university students are supported by a Project-Based Learning (PBL) approach and include educational robotics as a didactic tool, with a focus on robot programming to teach concepts in science, technology, engineering, and mathematics (STEM). Activities include training in basic electronics, programming with the Arduino IDE, and the development of a greenhouse prototype for tomato cultivation, with support from the faculty of both institutions. The results show a positive impact on the development of technical, communication, and self-management skills among university students, confirming the effectiveness of the Service-Learning (SL) methodology in key components of engineering education. Although the socio-emotional dimension showed comparatively less development, the overall outcome was favorable. Regarding the promotion of STEM among school students, the general perception was mostly neutral, with the “confidence” construct standing out as the most satisfied.