Fostering interest in Science, Technology, Engineering, and Mathematics (STEM) among high school students is essential for shaping future scientists and promoting sustainable innovation. University–high school collaborations can play a key role in encouraging scientific vocations through project-based learning, mentorship, and early exposure to real-world challenges. These initiatives allow students to engage with current environmental issues, while developing critical thinking, problem-solving, and laboratory skills.

This work presents a laboratory-oriented educational project designed to introduce high school students to the principles and applications of green chemistry, specifically focusing on the use of environmentally friendly solvents for water remediation. The project was carried out as part of the STEMbach program promoted by the Xunta de Galicia, in collaboration with the University of Vigo and participating regional high schools. In parallel, the project was adapted for undergraduate implementation in the Industrial Chemical Engineering degree, where a more advanced and research-driven approach was incorporated.

The project emphasizes the use of novel green solvents—such as deep eutectic solvents (DESs) and bio-based alternatives—as replacements for conventional, toxic organic solvents in the removal of contaminants from water. Students are introduced to the fundamentals of solvent selection, solvent–solute interactions, and extraction techniques. Through theoretical background, literature review, and hands-on experimentation, they explore the efficiency of selected green solvents in removing model pollutants from aqueous solutions. Variables such as solvent composition, pH, and temperature are examined to assess performance and environmental impact.

At the undergraduate level, the complexity of the project is increased when the data have to be represented in specific software, and characterized with suitable mathematical models that will ease process implementation at higher scale. The entire initiative is framed within collaborative learning methodologies, encouraging active participation, scientific curiosity, and a deeper understanding of sustainable chemical practices. To assess the educational impact of the initiative, a survey was conducted among participating students. The results revealed a high degree of satisfaction, with students reporting increased interest in STEM disciplines and a clearer understanding of green chemistry principles. The survey also confirmed that the project's educational objectives—ranging from conceptual knowledge to practical skills—were successfully achieved, highlighting the value of experiential, research-based learning in secondary education.

Keywords: STEM vocation, chemical engineering, neoteric solvents, water remediation, aqueous biphasic systems.