Service-Learning (S-L) is a pedagogical methodology that integrates community service with academic instruction to enhance student growth and social responsibility. This paper presents the empirical results of an innovative S-L project where six university students (50% male, 50% female) participated in a three-month theatre workshop. The project culminated in the creation and performance of a play for residents of a nursing home. The primary objectives were to develop key transversal competencies in students and to positively modify their perceptions of aging and the elderly.

A quantitative pre-test/post-test design was implemented. Data were collected using a questionnaire where students self-assessed their skills and perceptions on a 5-point Likert scale. The instrument measured competencies such as teamwork, oral communication, patience, and leadership, alongside their comfort level and understanding of the challenges faced by older adults.

The results demonstrate a significant positive impact. Self-perceived ability to work effectively in a team (rated 4 or 5) soared from 0% pre-project to 84% post-project. Patience (rated 4 or 5) increased from 17% to 67%, with all initial low ratings (1 or 2) being eliminated. A transformative change was observed in intergenerational attitudes: students' comfort in interacting with older adults (rated 4 or 5) rose from 50% to 83%, completely removing initial feelings of discomfort. Furthermore, students' understanding of the realities of aging became uniformly high, with 100% of participants rating it a 4 post-project, compared to a widely dispersed pre-project assessment. Student motivation for future community service was also reinforced, reaching 100% (rated 4 or 5) after the experience.

This study provides evidence that combining performing arts with service-learning is a highly effective strategy for developing critical transversal skills while simultaneously fostering empathy and breaking down intergenerational barriers. The project not only enhanced students' employability skills but also promoted a more nuanced and positive understanding of aging, highlighting the transformative potential of such pedagogical approaches.

Keywords: Service-Learning, Transversal Competencies, Intergenerational Relationships.