The curriculum of the Bachelor's degrees in Fundamentals of Architecture and Technical Architecture includes practical training through visits to real construction sites, which have become a key tool for teaching subjects related to construction processes and their graphical representation.

Building on this foundation and following the learning by doing methodology, a deeper approach has been developed that allows students not only to passively observe the processes in a real environment, but also to actively participate in their execution, in the use and understanding of materials, their specific tools, and to foster interaction with other vocational training students in the sector.

In this context, and within the framework of the ELER² Educational Innovation Project at the University of the Basque Country, collaboration has been established with the Gipuzkoa Construction School (EAGI), an institution specializing in the training of professionals in the building trades. This collaboration aims to enrich the educational experience by promoting bidirectional and transversal learning between future architects, architectural technicians, and construction professionals.

This study analyzes the impact of structured site visits, in which university students collaborate with vocational training apprentices in performing basic construction tasks. Through a mixed approach (qualitative and quantitative), the study evaluates improvements in the understanding and interpretation of construction processes, the development of technical skills, and interdisciplinary collaboration between academic and professional profiles within the sector.

The methodology used was based on direct observation by instructors, the use of specific rubrics, self-assessment questionnaires, and a comparative analysis of competencies before and after the practical experience. The results show significant improvements in technical understanding, the execution of construction solutions, and the capacity for collaborative work among the various agents involved in the process.

This article presents results that demonstrate how, through the learning by doing methodology, the implementation of active site visits, and the fostering of collaborative dynamics between students from different educational backgrounds (both university and vocational training), the connection between theory and practice is strengthened, promoting a more integrated and comprehensive view of the construction process in the building industry.

Keywords: Learning by doing, construction education, interdisciplinary training, practical learning, university-vocational school collaboration.