This study compared the outcomes of two Service-Learning (SL) projects carried out by lecturers and students from the Master's Degree in Gardening and Landscaping at the Universidad Politécnica de Madrid, in collaboration with two early years and primary education centres in Madrid. Both initiatives arose from the schools’ interest in the renaturalisation of their playgrounds and outdoor spaces, responding to key targets of the United Nations Sustainable Development Goals (SDGs), specifically SDG 4 (Quality Education), SDG 11 (Sustainable Cities and Communities), SDG 13 (Climate Action), and SDG 16 (Peace, Justice, and Strong Institutions) while also aiming to promote inclusive and comfortable outdoor learning environments.

The SL projects were implemented through different academic structures. In the 2023–2024 academic year, the project was embedded within the first-year module “Small Garden Design Workshop”, involving a collaborative design process with a student group. In contrast, during 2024–2025, the project formed the subject of a Master’s final project by a second-year student, which allowed for a more individualised and in-depth approach.

The comparative analysis focused on three key aspects: the satisfaction levels of the various stakeholders involved (students, teaching staff, and school communities), the academic outcomes and competences developed by the Master’s students, and the organisational complexity and efficiency required for implementing each SL experience. The findings suggested that both approaches provided significant educational value and community benefit, although they differed in scale, depth of engagement, and logistical demands. This study highlighted the potential of SL as a tool for experiential learning and social impact, while emphasising the importance of academic context, curricular integration, and institutional support in achieving meaningful results.

Keywords: Service-Learning, experiential learning, outdoor learning environments, landscaping, education, child well-being.