This paper presents the results of a service-learning (ApS) project developed by the Universidad Politécnica de Madrid (UPM) to promote STEM vocations in a rural community. The project's primary goal was to increase awareness of and interest in civil engineering among secondary school students by connecting them with university students. The methodology involved senior Civil Engineering undergraduates presenting their final degree projects to high school students, primarily aged 14-16. The impact of this "near-peer" mentoring initiative was quantitatively assessed through pre- and post-activity surveys. The intervention yielded significant positive results. The percentage of students who claimed to know what a civil engineer does rose sharply from 7% to 41%. Consequently, specific interest in pursuing a Civil Engineering degree doubled, from 4% to 8%. Students' self-efficacy also improved, with those who could see themselves as future engineers increasing from 10% to 15%. The activity was highly successful, with 85% of participants finding it interesting. However, the strong perception of engineering studies as "very difficult" remained largely unchanged (90% pre-activity vs. 88% post-activity). The service-learning model proved to be a highly effective tool for increasing awareness and fostering vocational interest in Civil Engineering. The results highlight the value of direct interaction with university students as relatable role models. While the project successfully boosted interest, it also shows that overcoming deep-seated stereotypes about the difficulty of STEM fields remains a significant challenge requiring sustained interventions.

Keywords: Civil engineering, rural education, service-learning, STEM Promotion, vocational guidance.