Analysis of a methodology for engineering education based on service-learning projects for ecological and social entities while using conceive, design, implement and operate phases

This study analyzes the integration of Service-Learning (SL) within the CDIO (Conceive, Design, Implement, Operate) framework in mechanical engineering education to develop technical competencies alongside civic responsibility and interdisciplinary collaboration. It addresses two research questions: (1) How does the integration of SL and CDIO impact students’ technical competencies, professional skills, and civic engagement? and (2) Does collaboration between universities, vocational schools, and community organizations enhance student learning and project outcomes? A mixed-methods case study involved 61 third-year mechanical engineering students (11.5% female; ages 20–23) from a public university and 27 male vocational students (ages 17–19) from industrial training programs. In partnership with ecological and social organizations, students co-developed engineering prototypes tackling invasive aquatic turtles, coastal microplastics, and cerebral palsy rehabilitation. Survey data and student feedback indicate that combining SL with CDIO significantly enhanced technical application, teamwork, and societal engagement. Groups incorporating feedback from vocational partners showed greater satisfaction and closer alignment with CDIO principles. Challenges included time constraints, limited feedback loops, and inconsistent integration of sustainability. The findings support the effectiveness of a socially responsive engineering education model and recommend improvements in interdisciplinary coordination, time management, and sustainability integration for future iterations.