Conference Agenda

The gap in scientific and technical education in vulnerable sectors represents a significant barrier to social mobility and the development of future engineering vocations. This paper presents the results of "Con-Ciencia," an interdisciplinary service-learning intervention designed to strengthen STEM competencies in two educational institutions in marginalized contexts in Ecuador. The project implemented a dual-approach model: (1) Academic reinforcement in Mathematics and Physics using active learning methodologies, and (2) Technical intervention in industrial safety and workshop organization. The initiative involved the collaboration of undergraduate students from Industrial, Mechanical, and Design Engineering, alongside graduate students in Education. The study followed a quasi-experimental design with pre- and post-tests applied to a population of 335 beneficiaries. Quantitative results demonstrate statistically significant improvements: in Mathematics, average scores increased by 8.9% in the first institution and between 55.4% and 145.7% in the second. In Physics, a 65% improvement was recorded following specific workshops. Beyond academic metrics, the intervention resulted in the technical reorganization of school workshops, implementing safety signaling and risk delimitation proposed by engineering students. These findings validate the proposed model as a scalable strategy to foster STEM skills while developing social responsibility and professional competencies in university engineering students.