Making it crystal clear: Educating for water sustainability through service-learning

ABSTRACT This study examines the implementation and outcomes of a Service-Learning (SL) project aimed at strengthening the technical and professional competencies of Master’s students in Environmental and Chemical Engineering, while fostering environmental awareness among secondary school learners. The activity, focused on integrated water cycle management, was developed collaboratively with the Young Water Professionals Spanish Chapter, the association béVe, and several secondary schools. Master’s students acted as “teachers for a day,” designing and delivering interactive sessions that combined scientific rigor with participatory and creative methodologies. Data were collected through voluntary, anonymous pre- and post-activity questionnaires and open-ended feedback, and analyzed using descriptive statistics and thematic content analysis. Results indicate that the SL experience effectively reinforced Master’s students’ technical knowledge and promoted key soft skills such as communication, teamwork, and creativity. Secondary school participants reported high levels of satisfaction, engagement, and conceptual understanding, particularly valuing the interactive and affective components of the sessions. While the study was conducted within a specific course and cohort, and relied on voluntary and anonymous surveys, these conditions provide a realistic context for interpreting the outcomes and ensuring broad participation. The initiative fostered intergenerational and intercultural exchange, with young professionals mentoring Master’s students and inspiring younger learners, especially female students, to consider STEM-related fields. The findings highlight the pedagogical and social potential of Service-Learning as a transformative approach linking academic learning, professional growth, and community engagement, and provide guidance for adapting SL programs in broader national and international educational contexts.