The Service-Learning (S-L) methodology connects academic learning with student engagement in socially meaningful projects, fostering disciplinary expertise ("knowing how to do"), civic responsibility ("knowing how to serve"), and personal growth ("knowing how to be"). Within the Sustainability Itinerary of the Architecture program at the Pontificia Universidad Católica del Ecuador (PUCE), this approach was implemented through the design and construction of an experimental shelter for Indigenous communities located at over 3,000 meters above sea level. The project integrated coursework in Bioclimatics, Energy Efficiency, and Prefabrication, and was carried out in collaboration with the local community, addressing needs previously identified through participatory action research. Architectural solutions prioritized adaptability to extreme climatic conditions while considering time constraints and the availability of materials and labor. As a result, prefabricated systems combining traditional techniques with technological innovation were employed. A qualitative and participatory evaluation was conducted through a student focus group and an online survey. Findings revealed that the experience enhanced students’ ability to apply sustainable design in real-world contexts, deepened their environmental and cultural awareness, and strengthened teamwork and ethical engagement. Moreover, the project fostered interdisciplinary collaboration across courses and contributed to the integration of research, teaching, and community outreach within the architecture curriculum.
Parra-Ullauri et al. (Sun,) studied this question.