Traditionally, in the Information Systems School at Universidad Politécnica de Madrid, students in network engineering courses have reported a low motivation and relevant absenteeism. This year, we organized a pilot experience based on Learning-Service methodology to address this challenge.

The proposed Learning-Service experience was focused on two different degrees: Information Technologies and Computer Engineering. The social purpose was to help the society (mainly the company owners and final customers) to raise awareness about the work conditions of most manufacturing workers (especially those who manage dangerous equipment such as ovens, chemicals, etc.). Those bad conditions cause every year a decrease in the quality of life of a relevant percentage of the population, as well as a reduction in the efficiency and sustainability of industry and an increase in the environmental footprint. Because of this lack of awareness, companies usually do not invest the resource that would be needed to improve the work conditions, while affected workers suffer due to lack of social recognition.

The proposed Learning-Service experience consisted of conscientization actions focused on stakeholders (mainly workers and company owners), through deploying a digital system to monitor the work conditions of workers in a transparent and unintrusive way. The system also showed how sustainable the company is, its options to each a more rational use of the environmental resources. As well as the potential benefits.

The Learning-Service action was a mandatory evaluation activity within the “Advanced Networks” subject, but in two different degrees: Information Technologies and Computer Engineering. Forty-four students were enrolled in the subject and participated in the Learning-Subject action. Companies involved in the experiment represented the opinion of more than two hundred workers (serviced people). Professors from the Geomatics School participated as well, helping the students to manage data, create effective data representations and 3D models.

Students were organized in groups of four people. Participant (service) workers and companies offered feedback on their corporative challenges and offered one final prize to the team that best met the initial requirements. The action was organized in two different evaluation activities. The final eight weeks in the second term of the 2023/24 course were dedicated to this pilot experience. In particular, Unit 5 (Modules for adaptation and integration. Infrastructure deployment) and Unit 6 (Security service and network protection) were the framework for this activity. From the academic point of view, the proposed action worked five different competencies: one technical competence (ability to design, deploy and manage networks and communication infrastructures) and four general or transversal competences (written communications, teamwork, use of the information technologies and understanding the organization context of companies).

Information was collected from the official surveys and the academic results, and compared to results from the previous years, when the subject was organized according to a traditional scheme. The Mann Whitney U statistical test was employed to conclude if differences are significant or not.

Results confirmed a significant improvement in student’s motivation, their satisfaction, and a slightly but still significant improvement in their academic performance.

Keywords: Engineering education, pilot experiences, learning-service, motivation, learning by doing, network engineering.