Introduction and objectives:
Universities as institutions of higher education are looking for active teaching innovation strategies that are effective in bringing Agenda 2030 closer to the student population. The objective of this study is to evaluate the effectiveness of the Service-Learning (SL) methodology with respect to the knowledge and perception of university students about the Sustainable Development Goals (SDGs). The learning phase is aimed at students of the Master in Sustainable Local Development and Co-development (DECOLOSO) of the University of Almeria (Spain) from the study of the SDGs in the subject of Co-development during the academic year 2024-2025. The service phase will consist in the delivery of a lecture in a session by the same students of the master's degree and aimed at students of the subject Introduction to Economics of the Law Degree.

Methodology:
The evaluation is based on the application of a pre- and post-test methodology. Student participation was voluntary. Specifically, questionnaire I was used in the pre-test (n = 95) and questionnaire II in the post-test (n = 89). Both questionnaires contain multiple questions about the student's personal information, degree of knowledge in the subject matter and score of the session in the service phase, among other aspects; although we will especially focus on the information provided from the Likert scale 1-5 on “level of knowledge about the SDGs” and the “perceived self-efficacy to contribute to the SDGs”.

Results:
After cleaning and converting the data to numerical format, pre/post means were compared using Welch's t-test (independent samples) and the effect size is calculated with Cohen's d. The results show very notable increases in both acquired knowledge and perceived self-efficacy.

Conclusions:
These results show that a specific intervention with a SL-SDGs approach has been able to double the self-reported knowledge and significantly improve the students' self-perception of their ability to act before projects or programs that incorporate them.
The limitations of this study include those derived from the anonymous nature of the questionnaires and the immediate evaluation. Based on this pilot project and the results obtained, future studies with a similar design and a longer duration can be proposed in order to verify whether the contents are effectively retained.
Regardless of the above, the results support the effectiveness of integrating SDG-oriented SL experiences as a quick lever for awareness-raising by university students. This can be explained by the greater attention and interest that SL provokes in university students compared to a classic methodology based on the delivery of a master class.

Keywords: Service-Learning, Sustainable Development Goals, Pre-/Post-Test, Law Students, higher education.