The construction of housing in disadvantaged areas of developing countries often involves not only low-quality building solutions and poor sanitary conditions but also locations highly exposed to natural phenomena. Universities can contribute to improving construction systems without affecting costs, thereby enhancing the well-being and sustainability of these communities by finding safer and healthier housing solutions. This paper presents a Service-Learning (SL) teaching initiative implemented through final degree projects (FDPs) to address both learning goals and social impact.

The social impact objective was to study and promote improvements in self-built single-family homes using local materials such as wattle and daub, adobe blocks, soil-cement, or concrete blocks, commonly used by low-income families in the Andean and arid regions of Peru, as well as in Brazil and Mexico.

A flipped classroom process was combined with team-based, challenge-oriented work. Using case studies, a challenge-based learning technique was employed: after analyzing recorded failures, the causes were determined, and teaching-learning actions were directed to propose construction improvements for self-built adobe single-family homes in numerous regions. This experience aligns the learning outcomes with Sustainable Development Goals (SDGs) 12, 11, and 8. Thus, students discover the practical relevance of the challenges presented: they are previews of their imminent professional careers, while also being social challenges.

One the one hand, students enrolled in a MEng subject cope with either improving the design of new family adobe houses or strengthen and reinforce the existing ones. On the other hand, final-year university students were engaged to develop their FDPs in the context of development cooperation.

The outcomes and impacts on both faculty and students were evaluated through interviews, questionnaires, reports, and surveys.

Significant learning outcomes, training in volunteering and social service, and changes in perception and transformations in affective, intellectual, social, and professional dimensions were identified. Additionally, the SL educational approach was consolidated through FDPs, and progress was made in developing a manual with construction recommendations for housing built with local materials, generating the expectation of other long-term impacts for both potential beneficiaries and involved faculty members.

In terms of practical results, the main tangible resource produced is an illustrated manual with construction recommendations for reinforcing the safety of adobe houses against seismic actions. This manual will be accessible to the university community and partner entities (Peru, Brazil and Mexico). Additionally, alliances have been strengthened to help recipient communities to achieve changes in their life standards.

Other lessons learned from this experience highlight the university's social mission, the sense of citizenship, and the shared responsibility of students to address global challenges.

Keywords: Service learning, sustainable construction, modest homes, earthquake-resistant foundations, Final Degree Projects, International Cooperation.