In the current context of higher education, Service Learning (S-L) has been consolidated as a pedagogical methodology of great relevance to educational innovation. This strategy integrates academic training with active participation in the community, which not only enriches the teaching-learning processes but also fosters the development of key professional competencies in students. By applying theoretical knowledge to real situations, S-L strengthens skills such as problem-solving, teamwork and critical thinking, while fostering a deep social and ethical commitment. In this way, Service Learning contributes to the comprehensive education of university students, combining academic excellence with civic responsibility and sensitivity to social needs.

Along these lines, the E.T.S. de Edificación has developed an S-L experience in collaboration with a non-profit organization that has allowed students to face a highly relevant environmental challenge such as the management of End-of-Life Tires (ELT). Through an interdisciplinary approach, participants have researched and developed new construction materials from second-life raw materials from these wastes, thus integrating sustainability and innovation.

This project, carried out in the 2024/25 academic year in the context of the APS-UPM annual call for projects, has not only fostered meaningful and applied learning but has also promoted commitment to the circular economy and social responsibility at the university level. The initiative shows how S-L can transform higher education, connecting academic training with real-world problem-solving and promoting the development of sustainable solutions in the construction industry.

In this case, the project focused on the sustainable management of ELT through the participation of students with bachelor’s degree in building and business administration and management, who worked together to develop innovative solutions to the problem posed. The planning of the intervention covered a full academic semester, articulated in well-defined work phases (problem identification, ideation, prototyping and validation), and integrated pedagogical approaches focused on critical thinking and creativity.

In particular, the Design Thinking methodology was incorporated as a guide for the generation of innovative solutions, combining the creative design process with the community approach of S-L. Throughout the project, critical reflection on practice was encouraged, so that students learned to analyse the real problems addressed and to solve them more effectively. The evaluation of the experience was continuous and multi-focal, using tools such as rubric, assessment of prototypes and presentations. The initiative yielded very positive results in terms of learning and engagement, serving as a reference for other higher education teachers interested in replicating similar S-L projects.

Keywords: Service-Learning, Sustainability, Recycling, University Education, University education, Design Thinking.