This paper presents the results of an evaluation of an educational innovation project that applied the service-learning methodology to address digital gender-based violence among young people.

The project consisted of two phases. In the first phase, 190 university students were trained on digital gender-based violence and service-learning, with the aim of enabling them to design a two-hour workshop on the topic for 250 students from five secondary schools. In the second phase, the university students delivered this workshop to students aged 14 to 16 years, in the final years of compulsory secondary education, and upper secondary school students aged 17 to 18 years.

The primary objective of this paper is to assess the effectiveness of the project. To achieve this, it examines participants' initial knowledge of digital gender-based violence and compares it with their understanding after implementing the service-learning project. Additionally, the study explores knowledge differences based on gender and sexual orientation. This latter aspect is a significant contribution, as there is limited data on digital gender-based violence in relation to sexual orientation within service-learning projects.

Finally, the results, among other findings, indicated that service-learning significantly enhanced knowledge while also facilitating the application of transversal competencies. Additionally, we found that participation in service-learning was not influenced by gender.

Keywords: Digital gender-based violence, service-learning, secondary school students, university students, gender.