Introduction / Theoretical framework:
Service-Learning project is an educational methodology that integrates academic learning with community service, allowing students to acquire knowledge while benefiting society. The CIVER-INVOC project, granted and funded by the Complutense University of Madrid (UCM), aims to transform students' perceptions of chemistry and promote scientific vocations among students from schools with high dropout rates. This is achieved through the implementation of green chemistry and recycling experiments, which also foster sustainability.

The main objectives were:
- Increase motivation for science: through practical and enjoyable workshops.
- Promote practical learning in university students: applying theoretical knowledge in real-life contexts.
- Develop pedagogical and communication skills: by engaging with secondary school students.
- Promote environmental awareness: through teaching green chemistry and recycling.

Methodology:
The CIVER-INVOC project is part of a Service-Learning initiative implemented within the Complutense University of Madrid. The involved courses were "Science and Analysis of Water and Beverages" (2nd year of the Food Science and Technology degree (FST)), "Fundamentals of Bromatology" (1st year of FST), and "Analytical Chemistry I" (1st year of the Pharmacy degree).

Six groups were formed, three from FST and three from the Pharmacy Degree, with 5-6 students per group. The activities took place in six different schools and high schools, engaging students from various academic levels. In an initial phase, university students were trained in green chemistry and recycling experiments. The green chemistry experiments involved using everyday materials such as food items and household products. For example, students made glycerin soap and measured pH using red cabbage, a common ingredient that undergoes a color change depending on the pH level. In a second phase, practical workshops were implemented in schools and high schools. Initially, the university students gave presentations explaining the experiments, followed by the practical workshops where the students performed the activities. To measure changes in interest in science and environmental awareness, pre- and post-questionnaires were conducted with students from schools and high schools.

Results and discussion:
During the execution of the Service-Learning project, several significant results were achieved. Firstly, there was an observed increase in interest in science among secondary school students. Additionally, the communication and pedagogical skills of university students who participated were improved. The project also fostered greater environmental awareness among all students involved. Lastly, reusable educational materials were generated, which can be utilized in future educational initiatives. These results demonstrate the positive impact of the project on both secondary and university education.

Conclusions:
The CIVER-INVOC project successfully increased interest in science among secondary school students and enhanced both communication skills and environmental awareness among all participants. The generation of reusable educational materials further highlights the project's positive and lasting impact on the educational community.

Keywords: Service-Learning, green chemistry, education, scientific vocations.