Service-learning (SL) is a pedagogical approach that combines academic education with community service, fostering the overall development of students while addressing social challenges. Scientific outreach plays a crucial role in disseminating knowledge across society, especially in rural areas, where access to scientific education is often limited. The "Caravana BIOMETAC" project brings science to these communities, promoting knowledge access, inclusion, and sustainable development, while strengthening scientific culture and fostering interest in biology. The project aims to train students in scientific outreach, enhancing their communication, teamwork, problem-solving, and critical thinking skills in real-world contexts. It also promotes civic participation by encouraging students to engage in initiatives that benefit the community. Additionally, it seeks to reduce knowledge gaps by improving access to science in rural areas through inclusive outreach activities.

The project targets two groups: university students from the Biology, Biotechnology, and Environmental Sciences programs at the University of León (Spain) and rural communities in the province of León (NW of Spain) who benefit from the educational activities. The project unfolds in three phases. In the first phase, three rural towns were selected and four workshops were designed:
(1) "Sounds of wildlife in a changing world" (Zoology),
(2) "Exploring the relationship between Geology, Botany, and Traditional uses" (Botany and Paleontology),
(3) "Interweaving sciences" (Genetics and Anthropology), and
(4) "Fire in the four senses" (Ecology).

In the execution phase, students were recruited and organized into teams to design and develop the workshops, and their initial knowledge was assessed, while surveys were used to gather feedback from the participating audience in the rural communities. In the final phase, the project's strengths and weaknesses were assessed, and the students' learning progress was evaluated.

To evaluate the workshops' impact, students completed pre- and post-workshop response sheets to measure their understanding of biology concepts. The results revealed a substantial increase in final questionnaire scores, particularly in workshops 2 and 4. This demonstrates the effectiveness of the workshops in deepening the understanding of biological concepts, highlighting the importance of complementing traditional education with hands-on experiences. Surveys assessed students' perceptions of the project, revealing that they valued the opportunity to share university activities with society, which fostered social responsibility and enhanced their communication skills. Finally, it is important to understand participant perceptions, which were efficiently gathered through surveys conducted at the end of the workshops. The results showed a highly positive response, with an average rating of 4.7 out of 5, and participants emphasized the importance of conducting such activities in rural areas to promote scientific outreach and education in underserved communities.

In conclusion, the project effectively promoted access to science in underserved areas while helping students develop key skills, highlighting the importance of initiatives that foster social inclusion and skill development in vulnerable communities.

Keywords: Service-Learning, Biology, Rural Environment.