Integrating Service-Learning in STEM Workshops to Promote Digital Skills, Problem-Solving, and the UN Sustainable Development Goals in Education

Abstract

This study examined the effectiveness of a STEM service-learning intervention in enhancing students’ digital skills, problem-solving confidence, STEM career interest, and awareness of the Sustainable Development Goals (SDGs 4 and 5), with attention to gender-related differences. The research addressed three questions: (1) Does participation in STEM service-learning improve students’ digital and problem-solving competencies? (2) Does it influence students’ STEM career interest and awareness of sustainability and gender equity? and (3) Do outcomes differ by gender? A mixed-methods design was employed, combining quantitative pre- and post-tests with qualitative interviews and reflective journals. Participants (N = 60, secondary students from Bucharest) completed validated scales measuring the five target constructs. Paired-samples t-tests showed significant gains across all domains: digital skills (d = 1.20), problem-solving confidence (d = 1.10), STEM career interest (d = 0.52), SDG awareness (d = 1.44), and gender equity beliefs (d = 0.89). MANOVA results confirmed a significant multivariate effect of time, F(3, 56) = 15.30, p < 0.001, η²_p = 0.45, and a Time × Gender interaction indicating that female students experienced greater improvement in digital skills. Correlation and regression analyses revealed strong associations between digital skills, problem-solving confidence, and SDG awareness, with service-learning participation emerging as a significant predictor of post-intervention confidence (β = 0.28, p = 0.008). Qualitative analysis highlighted themes of empowerment, collaboration, identity development, and social engagement, underscoring the transformative impact of linking STEM learning to community service. Overall, findings suggest that service-learning provides an effective, gender-inclusive model for developing digital and problem-solving competencies in STEM education.

1. Introduction

Addressing the global challenges of the 21st century requires an educated population equipped not only with digital and scientific knowledge but also with a sense of responsibility to contribute to a more sustainable and equitable world. STEM education plays a critical role in preparing students for this future, particularly when integrated with service-learning pedagogies that connect classroom learning to community impact (Martín-Sánchez et al. 2022; Tripon 2024).

The United Nations Sustainable Development Goals (SDGs), specifically SDG 4 (Quality Education) and SDG 5 (Gender Equality), provide a useful lens through which to design educational interventions that promote both academic and social outcomes. Embedding SDG-aligned themes in STEM education helps students understand the broader purpose of their learning and how it can be used to address real-world issues (Alavala et al. 2025).

This study focuses on four core outcomes: the development of digital skills, growth in problem-solving confidence, increased interest in STEM careers, and heightened awareness of SDG-related themes. The intervention—STEM workshops with a service-learning component—was designed to foster these outcomes by engaging students in hands-on projects that benefit their communities. In doing so, it aimed to empower students, particularly girls, to see themselves as capable and impactful contributors to both technological and societal progress.

This study is grounded in the intersection of STEM education, service-learning pedagogy, and global sustainability education. The framework draws on constructivist theories of experiential learning (Taneja et al. 2022) and social cognitive theory (Cervone 2023), which posit that learners build knowledge and self-efficacy through active engagement and reflection.

The model posits that participation in STEM workshops with an integrated service-learning component positively influences four key domains: (1) digital skills development, (2) problem-solving confidence, (3) interest in STEM careers, and (4) awareness of SDGs 4 and 5. Digital skills are enhanced through hands-on coding and design tasks, while problem-solving confidence is built through iterative, collaborative work on community-relevant challenges.

STEM career interest is theorized to increase as students gain exposure to applied, meaningful STEM experiences. Service-learning adds a dimension of purpose, enabling students to see themselves as future contributors to societal solutions. Finally, integrating SDG content fosters awareness of global issues and aligns technical learning with real-world impact—especially related to equitable education (SDG 4) and gender equality in STEM (SDG 5).

This framework supports the hypothesis that when STEM education is made socially relevant and contextually grounded, it promotes both academic outcomes and civic responsibility.

2. Literature Review

2.1. Digital Skills Development Through STEM and Service-Learning

Digital skills are widely recognized as foundational competencies in contemporary STEM education, encompassing students’ ability to navigate digital tools, engage in computational thinking, and solve problems using technology (Dolgopolovas and Dagiene 2024; Khalid et al. 2024). As society becomes increasingly digitized, proficiency in digital skills is not only essential for future employment but also a core component of digital citizenship and global competence (OECD 2019). In STEM learning contexts, these skills include coding, data analysis, robotics, and digital design—all of which are crucial for engaging with complex, real-world problems.

The integration of service-learning into STEM instruction offers a powerful mechanism for enhancing digital skills development. Unlike traditional classroom instruction, service-learning immerses students in authentic community-based projects where digital tools are used to address local challenges. This application-focused approach deepens conceptual understanding while providing opportunities to engage in problem-solving, iterative design, and digital collaboration (Umoke et al. 2025; Faruqi 2024).

Previous studies (Hurley et al. 2024) have shown that students participating in STEM-focused service-learning initiatives demonstrate significant gains in their technical abilities, especially when the learning experience is inquiry-based, collaborative, and tied to meaningful real-world outcomes. For example, students who design mobile apps for community issues or use microcontrollers for sustainability solutions often show measurable increases in both skill and confidence (Bush et al. 2022). This real-world relevance increases engagement and motivation, which in turn leads to higher retention of digital literacy concepts (Janius et al. 2024).

Importantly, interventions that center equity—such as projects aligned with SDG 4 (Quality Education) and SDG 5 (Gender Equality)—have been particularly effective in boosting digital skills among girls and underserved populations. Girls who see the social value of their work and are given leadership opportunities in digital project development are more likely to persist in technical roles (Klinger and Svensson 2023). Therefore, programs that combine STEM, service-learning, and SDG alignment may be particularly effective in developing both technical proficiency and inclusive participation in digital learning.

In the current study, digital skills score serves as a key outcome variable to measure the effectiveness of a STEM service-learning intervention. By capturing students’ self-assessed abilities to use and apply digital tools before and after the intervention, the study aims to assess not only the acquisition of technical skills but also students’ growing confidence in their capacity to create, contribute, and solve real-world problems using technology.

2.2. Problem-Solving Confidence in STEM and Service-Learning Contexts

Problem-solving confidence refers to an individual’s belief in their ability to successfully navigate complex or unfamiliar challenges, particularly in contexts requiring analytical thinking, experimentation, and persistence (Ehlers 2024). Within STEM education, this form of self-efficacy plays a vital role in shaping students’ willingness to engage with challenging material, persist through setbacks, and independently apply knowledge to real-world problems (Day 2024; Su 2024).

Research (Cassibba 2021; Colyer 2024) indicates that when students develop confidence in their problem-solving abilities, they are more likely to take intellectual risks, participate actively in STEM activities, and pursue STEM-related academic and career pathways. Problem-solving confidence is not only a byproduct of skill acquisition but also a psychological and motivational outcome of meaningful learning experiences—especially those involving hands-on, iterative tasks that require reflection and adaptation (Lo 2024).

Service-learning environments provide a unique opportunity to foster problem-solving confidence, particularly in STEM domains. Unlike traditional classroom models that emphasize rote procedures or predetermined answers, service-learning immerses students in open-ended, community-based projects that require creativity, collaboration, and adaptive thinking. When students are tasked with designing or implementing solutions to local challenges—such as creating water filtration systems, coding awareness tools, or building renewable energy models—they must engage in authentic problem-solving processes. This real-world engagement fosters both cognitive development and a sense of agency (Corwith 2021; Argentin et al. 2022).

Studies (Wickliff et al. 2024) have found that students who participate in service-learning projects show marked increases in self-efficacy, especially when they experience success after working through multiple obstacles. These gains are amplified in collaborative learning settings where peer interaction and iterative feedback promote resilience and shared learning. Additionally, when problem-solving is aligned with social causes—such as achieving the United Nations Sustainable Development Goals (SDGs)—students often report stronger intrinsic motivation and greater belief in their own capacity to make meaningful change (El Faouri and Sibley 2024).

In this study, problem-solving confidence is measured to assess the impact of a STEM service-learning intervention. As students work on real-world challenges using digital tools and interdisciplinary knowledge, changes in their self-assessed confidence serve as a key indicator of both cognitive growth and emotional engagement. Increased problem-solving confidence is particularly significant in advancing SDG 4 (Quality Education), as it reflects students’ readiness to apply STEM thinking to global and local challenges.

2.3. STEM Career Interest and Its Development Through Experiential and Purpose-Driven Learning

STEM career interest refers to students’ inclination toward pursuing educational or professional pathways in science, technology, engineering, and mathematics. It encompasses attitudes, aspirations, and motivation related to STEM fields and is a strong predictor of future career choices and academic persistence (Wiebe et al. 2018). Promoting STEM career interest is a central goal in global education policy, especially as the demand for a technologically skilled workforce continues to rise.

However, research (Han 2017) shows that interest in STEM careers is often shaped during early schooling and is highly influenced by students’ access to meaningful, hands-on experiences. Traditional didactic instruction, especially when disconnected from real-world relevance, can fail to ignite student curiosity or foster identity development in STEM (López et al. 2023). In contrast, experiential learning approaches—such as project-based learning, inquiry-based science, and service-learning—have been found to significantly increase students’ interest by demonstrating how STEM is used to address real societal needs (Rafanan et al. 2020).

Service-learning offers a particularly effective strategy for enhancing STEM career interest, as it allows students to see themselves as capable contributors to their communities while applying technical knowledge in meaningful ways. When students engage in projects that solve real problems—such as developing health apps, designing eco-friendly prototypes, or engineering assistive devices—they begin to visualize the societal impact of STEM careers and their own potential roles within them (Reinhold et al. 2018; Nitzan-Tamar and Kohen 2022).

Furthermore, aligning service-learning projects with global frameworks like the United Nations Sustainable Development Goals (SDGs), particularly SDG 4 (Quality Education) and SDG 5 (Gender Equality), enhances the moral and social relevance of STEM. This connection can be particularly motivating for female and underrepresented students, who often express greater engagement when STEM is framed as a tool for social good (Idris et al. 2023; Chen et al. 2024). Purpose-driven learning not only sustains career interest but also fosters STEM identity, especially when students take leadership roles and see visible outcomes of their efforts.

In this study, STEM career interest is a core outcome variable used to evaluate the impact of a STEM service-learning intervention. Changes in students’ self-reported interest before and after participation provide insight into how experiential, socially relevant learning can influence career aspirations and long-term engagement in STEM disciplines. By offering students authentic opportunities to see themselves as future problem-solvers and innovators, such interventions contribute directly to global educational equity and workforce development goals.

In addition to digital skills, problem-solving confidence, and STEM career interest, the study also considers students’ engagement in STEM learning, self-perception in STEM, and perceived relevance of STEM activities. Prior research highlights that students’ engagement and perceptions of relevance are key mediators linking meaningful STEM experiences to sustained interest and identity development in STEM fields (Syed et al. 2019; Fredricks et al. 2018; Dou et al. 2019). Furthermore, studies emphasize the importance of examining gender-related differences in STEM engagement and self-perception, as these factors often influence persistence and confidence among female students (González-Pérez et al. 2020).

These constructs are conceptually aligned with the goals of the present study, which investigates how exposure to socially relevant, service-oriented STEM experiences—framed by the Sustainable Development Goals (SDG4: Quality Education and SDG5: Gender Equality)—can support student development across multiple domains. Together, these variables provide a holistic understanding of how STEM workshops foster skills, motivation, and awareness of global challenges.

The study is grounded in experiential and service-learning theory (Long and Gummelt 2020), which posits that authentic, community-oriented learning experiences enhance students’ cognitive, affective, and civic outcomes. Within this framework, STEM workshops designed around the SDGs provide opportunities for students to apply disciplinary knowledge to real-world challenges, thereby deepening both understanding and personal relevance.

2.4. Awareness of Sustainable Development Goals in STEM Education: Focus on SDG 4 and SDG 5

The integration of the United Nations Sustainable Development Goals (SDGs) into education has become a critical global priority, particularly within STEM (science, technology, engineering, and mathematics) curricula. Among these goals, SDG 4: Quality Education and SDG 5: Gender Equality are directly linked to the transformative aims of inclusive, equitable, and socially responsive education systems (Novelli and Jones 2017). Promoting awareness of these goals equips students with not only the technical skills needed in the 21st century but also the civic consciousness to apply those skills toward creating a more just and sustainable world.

In the context of STEM education, awareness of the SDGs fosters a deeper understanding of how scientific and technological knowledge can be mobilized to solve real-world problems. Research (Khan 2022) indicates that when students see STEM as a tool for addressing global challenges—such as reducing inequalities in education or promoting gender equity—they are more likely to develop a sense of social responsibility, motivation, and long-term engagement. Embedding SDG themes into STEM learning thus bridges technical proficiency with ethical purpose.

Service-learning is a particularly effective pedagogical model for advancing SDG awareness. Through hands-on projects that directly serve community needs—such as creating inclusive educational technologies, building gender-safe STEM learning environments, or developing sustainable prototypes—students encounter first-hand the intersections between local action and global goals (Leal Filho et al. 2020). Such experiences allow learners to internalize the relevance of the SDGs, reinforcing both cognitive understanding and emotional connection to issues of equity and sustainability (Longlands et al. 2024).

The link between STEM, service-learning, and SDGs is especially important for advancing SDG 5: Gender Equality in education. Engaging girls and young women in leadership roles within STEM service-learning contexts helps challenge stereotypes and reinforces their sense of capability and belonging in technical fields (Sánchez-Tapia and Alam 2020; Sultan et al. 2024). Likewise, when all students engage in projects aimed at reducing educational disparities (SDG 4), they develop a stronger commitment to social justice and inclusive innovation.

In the current study, awareness of SDGs 4 and 5 is examined as a key outcome variable. By assessing changes in students’ understanding and recognition of these goals before and after participation in a STEM service-learning intervention, the study aims to explore how experiential learning fosters not only academic and technical development but also ethical awareness and global citizenship. Enhancing SDG awareness through STEM strengthens the educational mission of preparing young people to think critically, act compassionately, and lead responsibly in their communities and beyond.

Service-learning provides a holistic framework that integrates academic instruction with community engagement, creating meaningful contexts for developing both cognitive and socio-emotional competencies (Eyler and Giles 1999; Furco 2010). Within STEM education, this approach supports digital skills development by engaging students in authentic, technology-based projects that address real-world problems (Wang and Li 2024; Tillman et al. 2015). Simultaneously, the process of designing and implementing community-oriented solutions enhances problem-solving confidence, as students collaborate to apply theoretical knowledge to practical challenges (Tawfik et al. 2014) These experiential learning experiences also strengthen STEM career interest, since students gain a clearer understanding of the relevance of STEM disciplines to their daily lives and future professional pathways (Morrison et al. 2021). Furthermore, by aligning service-learning projects with global challenges such as the Sustainable Development Goals (SDGs 4 and 5)—which emphasize quality education and gender equality—students develop a broader awareness of sustainability and social justice (Rieckmann 2017; Machin and Liu 2024). Taken together, the integration of service-learning and STEM education creates a transformative learning environment that fosters digital competence, critical thinking, purpose-driven engagement, and civic responsibility.

In this model, service-learning acts as the experiential mechanism linking students’ engagement with socially significant issues to their cognitive and motivational outcomes. Problem-solving confidence and perceived relevance of STEM serve as mediating factors that connect the learning experience to broader attitudinal outcomes, such as increased STEM career interest and awareness of global sustainability goals. This theoretical lens provides a coherent structure for interpreting the relationships among these variables and guides the study’s analytical approach.

3. Research Methodology

3.1. Project Intervention

The core intervention consisted of a structured series of STEM-focused workshops that incorporated a service-learning framework. These workshops were designed to foster both technical skill development and social responsibility, aligning with the goals of SDG 4 (Quality Education) and SDG 5 (Gender Equality). The workshops were delivered over a period of 10 weeks, with sessions held weekly for approximately 90 min, each.

Each workshop followed a consistent structure comprising four interconnected components (Project model—Figure 1):

Figure 1. Project model.

1.

STEM skill-building activities

Students participated in guided, hands-on activities focused on foundational and intermediate STEM skills. These included:

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Circuit design and simulation using software tools;

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Basic programming and algorithmic thinking through block-based and text-based coding;

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Engineering design challenges involving real-world constraints (e.g., building simple renewable energy models);

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Collaborative problem-solving exercises that emphasized teamwork, creativity, and iteration.

These activities were scaffolded to accommodate varying levels of prior experience and were designed to encourage active participation from all students, with particular attention to inclusivity and equitable group dynamics.

2.

Problem-based learning (PBL) projects

Students worked in teams to identify local or school-based issues that could be addressed through STEM solutions. Facilitators introduced design-thinking principles to guide students through the problem-solving process:

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Define the problem based on local needs (e.g., access to clean water, energy use);

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Ideate and prototype solutions using the skills acquired in the technical sessions;

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Test and refine their prototypes through peer and mentor feedback.

Examples of student projects included creating low-cost water filtration models, developing basic mobile apps for community use, and designing energy-efficient lighting for school spaces.

3.

Service-learning application

The defining component of the intervention was the integration of service-learning, where students applied their STEM skills to serve real community needs. This included:

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Partnering with local organizations, NGOs, or school staff to understand challenges;

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Developing and presenting their projects to stakeholders or community members;

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Reflecting on the social impact and ethical dimensions of their work.

This element provided authentic context and purpose to the learning process, reinforcing the relevance of STEM in addressing social and environmental issues.

4.

SDG awareness and reflection

Each session incorporated brief but focused segments on the United Nations Sustainable Development Goals, particularly SDG 4 and SDG 5. Activities included:

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Mini-lectures or multimedia presentations on global and local education/gender disparities;

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Interactive discussions and debates linking STEM to sustainable development;

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Guided reflective journaling and group sharing to deepen understanding of students’ roles as changemakers.

To promote gender equity, facilitators employed inclusive teaching strategies, such as rotating leadership roles, highlighting female STEM role models, and providing mentorship opportunities. Girls were encouraged to take initiative in technical roles and participate in public presentations, helping to build their confidence and visibility in STEM contexts.

The workshops were co-facilitated by STEM educators and trained community volunteers, ensuring both pedagogical rigor and contextual relevance. All materials, resources, and activities were culturally adapted and age-appropriate to enhance accessibility and engagement.

3.2. Research Objectives

The primary objective of this study is to evaluate the effectiveness of STEM workshops that integrate a service-learning approach in enhancing students’ skills, attitudes, and awareness related to the United Nations Sustainable Development Goals (SDGs), particularly SDG 4 (Quality Education) and SDG 5 (Gender Equality). Specifically, this research aims to:

✓

Assess the impact of the STEM service-learning intervention on students’ digital skills. This includes examining pre- and post-intervention changes in students’ self-reported abilities to use, apply, and create with digital tools in STEM contexts.

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Evaluate changes in students’ problem-solving confidence following the intervention. The study explores how engaging in real-world, team-based STEM projects influences students’ confidence in approaching complex challenges.

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Investigate the development of students’ interest in STEM careers. The research examines whether exposure to socially relevant, hands-on STEM experiences fosters greater motivation to pursue STEM-related academic and career pathways.

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Examine students’ awareness and understanding of SDG 4 (Quality Education) and SDG 5 (Gender Equality). The goal is to determine whether and how participation in the workshops enhances students’ global citizenship and their recognition of STEM’s role in addressing societal challenges.

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Explore gender-related outcomes, particularly among female students, in relation to STEM engagement and self-perception. The study seeks to understand whether the intervention supports greater confidence, leadership, and participation among girls in STEM activities.

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Analyze the role of service-learning in enhancing students’ engagement, collaboration, and connection between academic knowledge and community impact. This includes investigating how authentic, community-focused projects influence students’ motivation and perceived relevance of STEM learning.

3.3. Research Population

The study was conducted with a purposive sample of 60 students aged between 12 and 18 years, drawn from 2 schools/regions, e.g., public middle and high schools in urban (Bucharest) and semi-rural areas (Mihăești, Argeș). These participants were enrolled in a series of STEM workshops that integrated service-learning components aligned with the United Nations Sustainable Development Goals (SDGs), particularly SDG 4 (Quality Education) and SDG 5 (Gender Equality). Participants included students aged 12 to 18 years (grades 7–12) who voluntarily enrolled in a series of STEM workshops organized through partnerships with local schools and community-based education centers. Recruitment was conducted via school announcements, informational flyers distributed to science teachers, and online registration forms shared with parents and students. Participation was open to all interested students, with parental consent obtained for minors prior to data collection.

The selection of participants was strategically designed to ensure representation across a diverse range of socioeconomic, educational, and gender backgrounds. Particular emphasis was placed on including students from underserved or under-resourced communities, recognizing the disparities in access to quality STEM education. The inclusion of students from varying contexts allowed for a more comprehensive assessment of the workshop’s impact, especially in terms of equity, inclusion, and social relevance.

Gender balance was a critical consideration in participant recruitment. This distribution supported the study’s aim of evaluating gender-related perceptions and shifts in attitudes toward STEM participation, self-efficacy, and confidence levels, as aligned with SDG 5. The intentional inclusion of female participants enabled focused analysis on how the workshops influenced their beliefs about their potential and capabilities in STEM domains.

All participants had varying levels of prior exposure to STEM education, ranging from minimal classroom experience to intermediate familiarity with digital tools. Baseline assessments were conducted to establish each student’s initial level of:

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Digital literacy, including knowledge of software applications, programming environments (e.g., Scratch, Python-3.10), and hands-on use of hardware (e.g., microcontrollers, circuit design platforms);

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Problem-solving self-efficacy, measured through validated scales that assess confidence in approaching and resolving technical and real-world problems;

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Interest in STEM careers, captured through attitudinal surveys and open-ended responses exploring their career aspirations;

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Awareness and understanding of SDG 4 and SDG 5, evaluated through structured interviews and reflective activities that encouraged students to articulate their perspectives on education, gender equality, and the societal role of STEM;

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Gender-related attitudes toward STEM, assessed via questionnaires and focus group discussions that explored perceptions of gender roles, stereotypes, and inclusivity in STEM fields.

Students participated voluntarily, with informed consent obtained from parents. The workshops were offered as extracurricular enrichment programs, and no prior technical expertise was required for participation (in collaboration with a STEM university). This inclusive approach ensured that the program was accessible and appealing to a wide range of learners, enabling the research to examine the effects of STEM and service-learning exposure across different levels of preparedness and interest.

The research population thus reflects a dynamic and diverse cohort, offering rich insights into the transformative potential of service-learning-integrated STEM education in fostering digital competence, critical thinking, civic engagement, and gender equity.

3.4. Research Instruments

Data for this study were collected using a convergent mixed-methods approach that integrated quantitative and qualitative data to provide a comprehensive understanding of the effects of the STEM workshops and service-learning experience. Data were gathered at three stages: before the intervention (pre-test), immediately after the intervention (post-test), and, where feasible, during follow-up sessions to explore retention and long-term impact.

Quantitative data collection. Participants completed pre- and post-intervention surveys designed to assess changes in digital skills, problem-solving confidence, interest in STEM, and awareness of SDG-related themes. The surveys included:

• Likert-scale items (ranging from 1 = strongly disagree to 5 = strongly agree);
• Multiple-choice questions on digital literacy and knowledge of SDG 4 and SDG 5;
• Gender attitude scales to assess beliefs about gender roles and inclusion in STEM.

To assess students’ STEM-related skills, attitudes, and awareness of the Sustainable Development Goals (SDGs), this study employed a set of adapted and validated survey instruments grounded in prior educational research. The STEM Career Interest Survey (STEM-CIS) developed by Kier et al. (2014) was used to measure students’ interest in STEM careers, as it is specifically designed to capture middle and high school students’ perceptions of science, mathematics, engineering, and technology pathways. Its theoretical foundation in expectancy-value theory (Eccles and Wigfield 2002) aligns with the study’s goal of understanding motivation in relation to real-world engagement.

In addition, constructs from the Test of Science-Related Attitudes (TOSRA) developed by Fraser (1981) were incorporated to evaluate students’ confidence in problem-solving and their attitudes toward science. TOSRA is a widely recognized and psychometrically reliable instrument that includes dimensions such as “enjoyment of science lessons” and “career interest in science,” making it particularly relevant for interventions targeting affective outcomes.

To assess awareness of global issues and SDGs, particularly SDG 4 (Quality Education) and SDG 5 (Gender Equality), custom items were designed and piloted based on frameworks from Rieckmann (2017) and previous global citizenship education research (DeJaeghere 2009). These items emphasized students’ self-perceived understanding of how STEM can contribute to social impact, and were reviewed for content validity by subject matter experts.

Surveys were administered electronically via secure online platforms to ensure accessibility and data integrity. In contexts with limited technological access, paper-based surveys were distributed following standardized protocols. Combining digital and traditional formats supported inclusivity and allowed for broader participation (Creswell and Clark 2017). To ensure ethical compliance and reliability, pilot testing was conducted with a small representative group (n = 10), and internal consistency was confirmed through Cronbach’s alpha coefficients exceeding 0.80 across key scales.

Qualitative data collection. To enrich and contextualize the survey findings, several qualitative methods were employed:

• Semi-structured interviews were conducted with a purposive sample of students (especially female participants), facilitators, and community partners. The interviews explored participants’ experiences, perceptions of learning, and views on how STEM and service-learning intersected with real-world issues.
• Focus groups were organized with small student teams at the end of the workshop series. Discussions centered on collaborative dynamics, project-based learning, and the perceived societal value of their work.
• Student reflection journals were collected weekly, providing narrative insights into personal growth, challenges faced, and evolving perspectives on STEM and sustainability. Students were guided by prompts such as “What did I learn this week?” and “How does this connect to making a difference in my community?”

These items were reviewed by three experts in STEM and sustainability education for content validity and piloted with a small representative group (n = 10) prior to implementation. Internal consistency across all scales was confirmed with Cronbach’s alpha coefficients exceeding 0.80, indicating strong reliability. The combination of validated and contextually adapted measures ensured both construct validity and relevance to the service-learning context of the intervention.

A mixed-methods research design was adopted to provide a comprehensive and nuanced understanding of the effectiveness of the STEM service-learning workshops. The decision to combine quantitative and qualitative approaches was guided by the complexity of the research questions, which aimed to assess both measurable changes in students’ skills and attitudes, and the underlying processes and perceptions explaining those changes. The quantitative component enabled the systematic evaluation of pre- and post-test differences across five key constructs—digital skills, problem-solving confidence, STEM career interest, awareness of SDGs (4 and 5), and beliefs about gender equity in STEM. Through statistical analyses such as paired-samples t-tests, MANOVA, correlations, and regression, this component provided empirical evidence of learning gains and gender-related patterns of change. However, quantitative findings alone could not fully explain why and how students’ attitudes and competencies evolved through participation in the service-learning activities. Therefore, the qualitative component, consisting of semi-structured interviews and reflective journals, was included to capture students’ subjective experiences, sense of empowerment, collaboration, and motivation. These qualitative insights helped to interpret and contextualize the numerical outcomes, revealing mechanisms such as increased self-efficacy, social connection, and recognition of real-world relevance. By integrating both types of data, the mixed-methods approach allowed for triangulation and complementarity, strengthening the validity, reliability, and interpretive depth of the study (Jenkins 2024; Creamer 2024). This methodological integration ensured that the study not only measured the effectiveness of the intervention but also illuminated the processes through which service-learning enhanced STEM engagement and equity.

3.5. Research Plan

Quantitative data collected from pre- and post-intervention surveys were analyzed using descriptive and inferential statistics. Analyses were conducted using SPSS (version 25).

• Descriptive statistics (means, standard deviations, frequencies) were calculated to summarize baseline levels of digital skills, problem-solving confidence, STEM interest, and SDG awareness.
• Paired-sample t-tests were used to assess significant changes between pre- and post-intervention scores on key variables.
• Where appropriate, ANOVA tests were used to explore differences across subgroups (e.g., gender, grade level).
• Effect sizes (Cohen’s d) were calculated to determine the magnitude of observed changes.
• Statistical significance was set at p < 0.05.

Survey reliability was assessed using Cronbach’s alpha to ensure internal consistency across multi-item scales.

The qualitative data from interviews, focus groups, reflection journals, and observation notes were analyzed using thematic analysis, a widely applied method in qualitative research that enables the identification, organization, and interpretation of patterns of meaning across a dataset (Braun and Clarke 2006). Thematic analysis was chosen for its flexibility and ability to generate both semantic (surface-level) and latent (underlying) themes that align with the study’s theoretical framework, particularly in relation to affective and social learning outcomes associated with STEM and the Sustainable Development Goals (SDGs).

The analytic process followed these steps:

• Familiarization with the data through repeated reading of transcripts and journals;
• Initial coding of meaningful data segments using NVivo software (version 15);
• Development of themes by grouping similar codes and identifying overarching concepts;
• Review and refinement of themes for coherence and distinctiveness;
• Interpretation of themes in relation to the research questions and SDG framework.

To ensure trustworthiness, coding was conducted by two independent researchers, and intercoder reliability was checked through collaborative discussion. Participant quotes were selected to illustrate key themes and support interpretation.

Quantitative and qualitative findings were integrated during the interpretation phase to draw comprehensive conclusions. Convergent findings (where both data types supported similar conclusions) were highlighted, while divergent findings were explored to understand complex or nuanced outcomes. This integration enhanced the validity of the results and offered a richer picture of the impact of STEM service-learning on students’ skills and attitudes.

Methodological triangulation was achieved by integrating quantitative survey data, qualitative interviews, and reflective journals to cross-verify findings and enhance interpretive credibility. Data source triangulation, involving perspectives from students, facilitators, and community partners, further strengthened construct validity by capturing the phenomenon from multiple viewpoints. These combined measures increased confidence in the accuracy, trustworthiness, and generalizability of the study’s findings.

All research procedures complied with ethical guidelines for human subjects’ research. Informed consent was obtained from all participants, with additional consent for the use of video recordings. Participants were informed of their right to withdraw at any stage without penalty. Data were anonymized during transcription and securely stored on encrypted systems to protect confidentiality. Ethical approval for the study was granted by the National University of Science and Technology POLITEHNICA Bucharest prior to data collection.

4. Results

To assess the effectiveness of the STEM service-learning workshops, paired samples t-tests were conducted to compare pre-test and post-test scores across five key variables: digital skills, problem-solving confidence, STEM career interest, awareness of the Sustainable Development Goals (SDGs 4 and 5), and beliefs about gender equity in STEM (Figure 2).

Figure 2. Student outcomes.

Digital skills and problem-solving confidence. Participants showed significant improvement in digital skills from pre-test (M = 3.10, SD = 0.64) to post-test (M = 4.02, SD = 0.55), t(59) = 9.27, p < 0.001, with a large effect size (Cohen’s d = 1.20). Similarly, problem-solving confidence significantly increased from M = 2.98 (SD = 0.70) to M = 3.95 (SD = 0.61), t(59) = 8.54, p < 0.001, d = 1.10.

STEM career interest. Interest in STEM careers also improved significantly, from a pre-test mean of 3.25 (SD = 0.68) to a post-test mean of 3.70 (SD = 0.72), t(59) = 4.02, p < 0.001. The effect size was moderate (d = 0.52), indicating meaningful growth in student aspirations toward STEM professions.

Awareness of SDGs and gender equity beliefs. Awareness of the relevant UN Sustainable Development Goals (SDG 4 and SDG 5) increased significantly, from M = 2.75 (SD = 0.80) to M = 4.10 (SD = 0.60), t(59) = 11.15, p < 0.001, representing a very large effect (d = 1.44). Students also showed stronger beliefs in gender equity in STEM post-intervention (M = 3.90, SD = 0.70) compared to pre-intervention (M = 3.05, SD = 0.85), t(59) = 6.89, p < 0.001, d = 0.89 (Table 1).

Table 1. Descriptive statistics and paired t-test results for key variables.

Variable	Pre-Test Mean (SD)	Post-Test Mean (SD)	t(59)	p	Cohen’s d
Digital skills score	3.10 (0.64)	4.02 (0.55)	9.27	<0.001	1.20
Problem-solving confidence	2.98 (0.70)	3.95 (0.61)	8.54	<0.001	1.10
STEM career interest	3.25 (0.68)	3.70 (0.72)	4.02	<0.001	0.52
Awareness of SDGs (4 and 5)	2.75 (0.80)	4.10 (0.60)	11.15	<0.001	1.44
	3.05 (0.85)	3.90 (0.70)	6.89	<0.001	0.89

MANOVA allows you to assess whether the STEM workshops had a statistically significant effect on multiple dependent variables simultaneously, such as:

• Digital skills;
• Problem-solving confidence;
• Awareness of SDGs.

This approach controls for the intercorrelations among dependent variables, providing a more holistic view of the intervention’s effect.

A two-way MANOVA was conducted to examine the effects of Time (Pre-Test vs. Post-Test) and Gender (Male vs. Female) on participants’ digital skills, problem-solving confidence, and SDG awareness.

Study design for MANOVA:

✓

Independent variable (IV): Time (two levels: Pre-Test, Post-Test) or Group (e.g., Gender: Male, Female).

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Dependent variables (DVs): Digital Skills Score, Problem-Solving Confidence Score, SDG Awareness Score.

Results showed a significant multivariate effect of Time (Table 2), Pillai’s Trace = 0.45, F(3, 56) = 15.3, p < 0.001, η²p = 0.45, indicating that the workshop significantly improved the combined dependent variables. There was also a significant Time × Gender interaction, Pillai’s Trace = 0.12, F(3, 56) = 2.65, p = 0.05, η²p = 0.12, suggesting that improvements varied by gender.

Table 2. Table for MANOVA results.

Effect	Pillai’s Trace	F	df	p	Partial η2
Time	0.45	15.30	3, 56	<0.001	0.45
Gender	0.08	1.54	3, 56	0.21	0.08
Time × Gender	0.12	2.65	3, 56	0.05	0.12

Follow-up univariate ANOVA (Table 3) revealed significant improvements from pre- to post-test in digital skills, F(1, 58) = 57.6, p < 0.001, η²p = 0.50, problem-solving confidence, F(1, 58) = 49.2, p < 0.001, η²p = 0.46, and SDG awareness, F(1, 58) = 63.4, p < 0.001, η²p = 0.52. The interaction effect was significant for digital skills only, F(1, 58) = 7.8, p = 0.007, η²p = 0.12, with females showing greater gains.

Table 3. Follow-up univariate ANOVAs.

Dependent Variable	Effect	F	df	p	Partial η2
Digital skills	Time	57.60	1, 58	<0.001	0.50
	Time × Gender	7.80	1, 58	0.007	0.12
Problem-solving confidence	Time	49.20	1, 58	<0.001	0.46
	Time × Gender	2.10	1, 58	0.15	0.04
SDG awareness	Time	63.40	1, 58	<0.001	0.52
	Time × Gender	1.00	1, 58	0.32	0.02

To examine the relationships between key variables in the STEM service-learning intervention, both Pearson’s correlation coefficients (r) and Spearman’s rank-order correlations (ρ) were computed. Pearson’s r was used for continuous, normally distributed variables, while Spearman’s ρ was used when one variable was ordinal (e.g., gender coded 0 = male, 1 = female).

Results indicated a strong positive correlation between digital skills and problem-solving confidence scores at post-test, r(58) = 0.62, p < 0.001, suggesting that participants with higher digital skill levels also reported greater problem-solving confidence.

Changes in STEM attitudes were also positively correlated with changes in SDG awareness, r(58) = 0.61, p < 0.001, indicating that students who became more positive about STEM also increased in their understanding of the SDGs.

Spearman’s rho correlation was used to examine the association between gender and change scores. A small but significant positive correlation was found between gender and change in problem-solving confidence, ρ = 0.23, p = 0.041, suggesting that female students (coded as 1) experienced slightly greater gains in confidence than male students.

So, based on Table 4, correlations among digital skills, problem-solving confidence, STEM attitudes, SDG awareness, and gender were:

Table 4. Correlations among digital skills, problem-solving confidence, STEM attitudes, SDG awareness, and gender.

Variable	1	2	3	4	5
1. Digital skills (post-test)	—
2. Problem-solving confidence (post-test)	0.62	—
3. Change in STEM attitudes	0.44	0.53	—
4. Change in SDG awareness	0.49	0.50	0.61	—
5. Gender (0 = male, 1 = female)	–0.08	0.23	0.18	0.20	—

• Digital skills ↔ problem-solving confidence: strong positive correlation.
• STEM attitude change ↔ SDG awareness change: strong positive correlation.
• Gender ↔ confidence gains: weak positive correlation (girls improved more).
• Gender ↔ digital skills gain: no significant relationship.

To explore predictors of post-intervention problem-solving confidence, a multiple linear regression analysis was conducted. The predictors entered into the model were:

• Pre-test confidence score (continuous);
• Gender (dummy coded: 0 = male, 1 = female);
• Participation in service-learning project (binary: 0 = no, 1 = yes);
• Time spent on STEM projects per week (continuous, in hours).

The overall regression model (Table 5) was statistically significant, F(4, 55) = 12.46, p < 0.001, and explained 47% of the variance in post-intervention problem-solving confidence, R² = 0.47, adjusted R² = 0.44.

Table 5. Multiple Regression Predicting Post-Intervention Problem-Solving Confidence.

Predictor	B	SE B	β	t	p	B
Constant	1.84	0.42	—	4.38	<0.001	1.84
Pre-test confidence	0.61	0.12	0.52	5.08	<0.001	0.61
Gender (0 = male, 1 = female)	0.38	0.16	0.21	2.34	0.023	0.38
Service-learning participation	0.44	0.16	0.28	2.81	0.008	0.44
Time on projects (hrs/week)	0.07	0.05	0.11	1.32	0.192	0.07

Note. R² = 0.47, adjusted R² = 0.44, F(4, 55) = 12.46, p < 0.001.

• Pre-test confidence was the strongest predictor, β = 0.52, p < 0.001.
• Gender had a modest but significant effect, β = 0.21, p = 0.023, suggesting that female students reported greater confidence gains.
• Participation in service-learning was also a significant predictor, β = 0.28, p = 0.008.
• Time spent on projects did not significantly predict post-intervention confidence, β = 0.11, p = 0.19.

• Students who started with higher confidence were more likely to finish confident (as expected).
• Girls reported greater increases in confidence than boys, even when controlling for pre-test scores.
• Service-learning participation was an independent and significant predictor, supporting the effectiveness of the intervention structure.
• Time spent did not predict outcomes significantly—suggesting quality of engagement may matter more than quantity.

Chi-square tests are appropriate for examining relationships between categorical variables. In your case, you might use them to test whether gender is associated with:

• Increased STEM interest after the intervention;
• Participation in leadership roles;
• Service-learning project involvement.

Research question: Is the proportion of girls reporting increased STEM interest significantly different from the proportion of boys (Table 6)?

Table 6. Gender vs. increased STEM interest.

	Increased Interest	No Increase	Total
Girls	28	7	35
Boys	15	10	25
Total	43	17	60

A chi-square test of independence indicated a significant association between gender and increased interest in STEM, χ²(1, N = 60) = 4.57, p = 0.033, ϕ = 0.28.

Girls were significantly more likely than boys to report increased interest in STEM following the intervention.

Research question: Does gender relate to whether students took on leadership roles during the project(Table 7)?

Table 7. Gender vs. leadership role assignment.

	Leadership Role	No Role	Total
Girls	20	15	35
Boys	9	16	25
Total	29	31	60

A chi-square test found a significant association between gender and leadership role assignment, χ²(1, N = 60) = 4.23, p = 0.040, ϕ = 0.27.

Girls were more likely to take on leadership roles in STEM project teams than boys (Table 8).

Table 8. Chi-Square tests for associations between gender and outcomes.

Test	χ2 (df)	p	ϕ
Gender × increased STEM interest	4.57 (1)	0.033	0.28
Gender × leadership role	4.23 (1)	0.040	0.27

Thematic analysis of interview transcripts and reflective journals revealed several key themes reflecting students’ experiences with the STEM service-learning intervention. As shown in Table 9, students frequently expressed a sense of empowerment as they applied STEM skills to real-world problems, which contributed to increased confidence, particularly among girls. Many participants described a shift in perspective, recognizing the social relevance of STEM and reporting greater motivation to learn. Themes related to collaboration, identity development, and community engagement highlighted the holistic value of integrating service-learning into STEM education. Girls reported greater inclusion and leadership, which contributed to stronger gender confidence in STEM. Other themes—such as collaboration, STEM identity formation, and increased motivation—suggest that the integration of hands-on, socially relevant learning experiences enhanced both cognitive and affective dimensions of STEM education.

Table 9. Themes identified from qualitative analysis and sample participant quotes.

Theme	Description	Sample Participant Quotes
Empowerment through skill use	Students reported increased confidence in applying STEM skills to meaningful tasks.	“I never thought I could build something useful, but now I feel like I can actually help.” “Using circuits and coding made me feel capable—it wasn’t just theory.”
Connection to real-world issues	Students developed a stronger sense of how STEM applies beyond academic contexts.	“This made me realize STEM isn’t just for school—it’s for life and helping others.” “Now I understand how tech can solve real problems, not just imaginary ones.”
Gender confidence and inclusion	Female participants reported greater confidence and increased leadership during group tasks.	“I was shy at first, but now I lead the coding part for our team.” “Seeing other girls in charge inspired me to speak up and take the lead.”
Value of community engagement	Students valued the service-learning component, feeling their work had meaningful local impact.	“Knowing our project could help the school made us try even harder.” “It felt good to help others while learning—like our work mattered.”
Collaboration and teamwork	Students highlighted improved teamwork, communication, and group problem-solving.	“We had to listen to each other and work as one group—it taught me how to be a better teammate.” “Even when we disagreed, we figured it out together.”
Growth in STEM identity	Participants began to see themselves as legitimate STEM learners and potential professionals.	“Before this, I wasn’t sure if STEM was for me. Now, I feel like I could really be an engineer.” “I’m actually thinking of studying technology now—I didn’t before.”
Awareness of social impact	Students expressed a greater understanding of how STEM addresses sustainability and equity issues.	“We didn’t just make a project—we thought about how it helps people.” “This helped me care more about the environment and what tech can do for it.”
Reflection and self-awareness	Students gained insight into their own learning preferences and capabilities.	“I learned I actually enjoy problem-solving and figuring things out—it makes me feel smart.” “This showed me I’m more creative than I thought when it comes to coding.”
Increased motivation to learn	The relevance and hands-on nature of the project increased intrinsic motivation and interest.	“When we knew the project would help our community, it made me want to learn more.” “It was fun because it didn’t feel like regular class—it was more exciting.”
STEM identity development	Students began to see themselves as “STEM people”—capable of pursuing further STEM learning.	“Now I want to be an engineer and build tech for good.” “This made me realize I like figuring things out.”
Awareness of the SDGs	Students gained understanding of the Sustainable Development Goals, particularly SDG 4 and 5.	“I didn’t know about the SDGs before—now I see how STEM fits in.” “Helping girls in STEM is part of solving SDG 5.”
Design thinking and innovation	Students described learning to ideate, test, and improve STEM-based solutions for real-world use.	“We tried so many ideas until one worked—it felt like being an inventor.” “It was cool to solve a problem from scratch.”
Increased sustainability awareness	Many connected their STEM projects to environmental or social sustainability issues.	“We made something that saves energy—that felt important.” “Our project reused old tech, so it helped the planet.”
Student agency and leadership	Students reported increased ownership of their learning and decision-making roles.	“Our teacher let us choose our project—I felt trusted.” “I got to lead our final presentation and that was new for me.”
Career inspiration and aspirations	Exposure to STEM tools and problem-solving led students to imagine future career paths.	“I didn’t think STEM was for me, but now I want to study computer science.” “I want to do something that helps people with technology.”

The qualitative findings revealed a range of transformative learning experiences among participants, illustrating how the program fostered both cognitive and affective growth aligned with the study’s research questions and theoretical framework of social constructivism and STEM identity development.

Students consistently described feeling more capable and confident in applying STEM concepts to authentic contexts. The development of practical competence was a catalyst for empowerment and self-efficacy, reflecting Bandura’s notion of mastery experiences as a key driver of confidence. As one student shared, “I never thought I could build something useful, but now I feel like I can actually help.” Another reflected, “Using circuits and coding made me feel capable—it wasn’t just theory.” These comments highlight how hands-on engagement transformed abstract learning into tangible achievement.

A recurring theme was students’ recognition of STEM’s relevance beyond the classroom. Participants articulated an expanded view of STEM as a tool for addressing community and global challenges. As expressed by one participant, “This made me realize STEM isn’t just for school—it’s for life and helping others.” Such connections align with the project’s emphasis on contextualized learning and real-world application, suggesting that meaningful contexts enhance intrinsic motivation and transfer of learning.

Female students, in particular, reported enhanced confidence and leadership. These narratives reflect the importance of inclusive environments in mitigating gender stereotypes in STEM. One participant stated, “I was shy at first, but now I lead the coding part for our team,” while another noted, “Seeing other girls in charge inspired me to speak up and take the lead.” These accounts illustrate how representation and peer modeling support identity development and agency among underrepresented groups.

Students found purpose through community-focused projects, emphasizing that service-learning elevated the perceived value of their work. “Knowing our project could help the school made us try even harder,” one student explained, underscoring the motivational impact of socially relevant tasks. This aligns with the theoretical framing of situated learning, where authentic contexts strengthen engagement and persistence.

Participants highlighted the collaborative dimension of the experience as key to their growth. Working in teams fostered communication, compromise, and shared problem-solving. “We had to listen to each other and work as one group—it taught me how to be a better teammate.” Such experiences are consistent with constructivist learning theory, which emphasizes learning through social interaction and co-construction of knowledge.

Many students began to self-identify as STEM learners and envisioned potential STEM careers. “Before this, I wasn’t sure if STEM was for me. Now, I feel like I could really be an engineer.” The emergence of STEM identity reflects the link between authentic participation and identity formation described in the theoretical framework. Several students also connected their experiences to future aspirations, as noted by one participant: “I didn’t think STEM was for me, but now I want to study computer science.”

Students demonstrated increased awareness of STEM’s role in addressing sustainability and equity, specifically referencing the UN Sustainable Development Goals (SDGs). “I didn’t know about the SDGs before—now I see how STEM fits in,” shared one student, while another noted, “Helping girls in STEM is part of solving SDG 5.” These reflections suggest that the program effectively linked technical learning with global citizenship education.

Through iterative project work, students engaged in design thinking processes—ideation, prototyping, and testing. “We tried so many ideas until one worked—it felt like being an inventor,” exemplifies the excitement of innovation. Many also tied their solutions to sustainability, as seen in comments like “We made something that saves energy—that felt important.” These experiences indicate the development of creative problem-solving and environmental consciousness.

Participants frequently mentioned increased autonomy and self-awareness. They valued being trusted to make project decisions, as one explained: “Our teacher let us choose our project—I felt trusted.” Reflective comments such as “I learned I actually enjoy problem-solving—it makes me feel smart” show growing metacognitive awareness and intrinsic motivation. The hands-on, student-led structure appears to have supported agency, self-determination, and deeper engagement.

Across themes, the data reveal that authentic (Figure 3a,b), community-oriented (Figure 4a,b), and inclusive STEM learning experiences (Figure 5a,b) foster empowerment, collaboration, identity formation (Figure 6a,b), and sustained motivation. The alignment of these findings with the theoretical framework underscores how participatory, real-world, and equity-focused approaches can effectively advance both STEM learning and social awareness among students

Figure 3. (a) Service-learning in action-planning; (b) Mind-map service-learning action.

Figure 4. (a) Teaching materials; (b) Project resources for STEM teachers.

Figure 5. (a) Project resources, easy to use; (b) Project resources for STEM service-learning.

Figure 6. (a,b) STEM project materials.

The project not only addresses SDG 5 by promoting gender equality but also contributes to broader educational and societal goals. By equipping girls with digital and science skills, it creates a pathway for them to lead in solving pressing global challenges while fostering a more inclusive and innovative world.

This study provides compelling evidence that STEM workshops integrated with a service-learning approach can significantly enhance students’ digital skills, problem-solving confidence, and awareness of the United Nations Sustainable Development Goals—specifically SDG 4 (Quality Education) and SDG 5 (Gender Equality). Quantitative analyses revealed statistically significant improvements across all targeted variables, with large effect sizes indicating meaningful educational impact. Notably, post-intervention gains in digital competency and problem-solving confidence suggest that students were better equipped to apply technological knowledge to real-world contexts.

In addition to academic skill development, the workshops appeared to cultivate stronger beliefs in gender equity in STEM and heightened awareness of how STEM can address societal challenges. Female participants, in particular, reported increased confidence and a greater sense of belonging in STEM learning environments. This aligns with the goals of SDG 5, which emphasizes the importance of empowering women and girls through equitable educational opportunities.

The inclusion of service-learning components—such as applying digital and problem-solving skills to address community needs—further reinforced the relevance of STEM education beyond the classroom. These authentic learning experiences fostered not only technical growth but also civic engagement and social responsibility among students.

Taken together, the findings support the adoption of STEM service-learning as a powerful pedagogical approach that connects academic learning with global goals. It holds particular promise for advancing equity and excellence in education, especially in underserved communities. Future research could explore the long-term effects of such interventions on students’ academic pathways, community involvement, and career aspirations in STEM fields.

5. Discussion

This study investigated the impact of STEM workshops integrated with a service-learning approach on students’ digital skills, problem-solving confidence, STEM attitudes, and awareness of the United Nations Sustainable Development Goals (SDGs), particularly SDG 4 (Quality Education) and SDG 5 (Gender Equality). The findings revealed statistically significant improvements in students’ self-reported digital competencies and problem-solving confidence following the intervention, with large effect sizes indicating meaningful educational gains. These results align with prior research (AlAli 2024; Chimwayange 2024) highlighting the efficacy of experiential and project-based learning in fostering STEM skills and engagement.

The increase in digital skills suggests that hands-on activities such as circuit simulations and coding exercises effectively enhanced students’ technological literacy. Simultaneously, the improvement in problem-solving confidence underscores the value of collaborative, real-world challenges in building students’ belief in their ability to address complex STEM problems (Tomei et al. 2024). Such confidence is crucial for sustained engagement and persistence in STEM learning pathways (Anurag et al. 2025).

Importantly, the study also documented enhanced awareness of the SDGs and more positive beliefs about gender equity in STEM fields. The service-learning component, which involved applying STEM skills to community-based projects, appears to have deepened students’ understanding of how STEM knowledge can contribute to social and environmental challenges. This integration of academic content with civic responsibility likely motivated students and provided authentic contexts that made learning relevant and purposeful (Van Matre et al. 2025). Female students, in particular, reported greater confidence and interest in STEM careers post-intervention, supporting evidence that targeted, inclusive programming can help reduce gender disparities in STEM education (Levy et al. 2021).

These findings underscore the potential of combining STEM education with service-learning to address multiple educational goals simultaneously. By linking skill development with global priorities such as quality education and gender equality, educators can foster both academic growth and social consciousness. Moreover, this approach aligns well with the call for interdisciplinary, community-engaged learning experiences advocated by the UN and education policymakers worldwide (Singh et al. 2025).

The results of this study have important implications for educators, school leaders, and policymakers committed to advancing equitable STEM education and supporting the United Nations Sustainable Development Goals. Integrating service-learning into STEM instruction not only strengthens core academic skills but also promotes civic responsibility, gender equity, and awareness of global challenges. These findings suggest that experiential, community-based learning can be a powerful driver of student engagement, particularly for girls and students in underserved communities.

Policymakers and curriculum developers should consider embedding service-learning components into STEM education standards and teacher training programs. Investment in such initiatives—especially those aligned with SDG 4 and SDG 5—can help bridge equity gaps in STEM fields and empower students to become socially conscious innovators. Educational institutions should also prioritize resources and professional development to support interdisciplinary, hands-on learning that connects classroom instruction with real-world impact.

In conclusion, this study contributes to a growing body of evidence that STEM service-learning is a promising pedagogical approach to empower underserved students, promote gender equity, and advance the Sustainable Development Goals. Educational stakeholders should consider integrating similar programs within curricula to cultivate a diverse, socially responsible STEM workforce prepared to tackle global challenges.

6. Conclusions

The project not only addresses SDG 5 by promoting gender equality but also contributes to broader educational and societal goals. By equipping girls with digital and science skills, it creates a pathway for them to lead in solving pressing global challenges while fostering a more inclusive and innovative world.

This study provides compelling evidence that STEM workshops integrated with a service-learning approach can significantly enhance students’ digital skills, problem-solving confidence, and awareness of the United Nations Sustainable Development Goals—specifically SDG 4 (Quality Education) and SDG 5 (Gender Equality). Quantitative analyses revealed statistically significant improvements across all targeted variables, with large effect sizes indicating meaningful educational impact. Notably, post-intervention gains in digital competency and problem-solving confidence suggest that students were better equipped to apply technological knowledge to real-world contexts.

In addition to academic skill development, the workshops appeared to cultivate stronger beliefs in gender equity in STEM and heightened awareness of how STEM can address societal challenges. Female participants, in particular, reported increased confidence and a greater sense of belonging in STEM learning environments. This aligns with the goals of SDG 5, which emphasizes the importance of empowering women and girls through equitable educational opportunities.

The inclusion of service-learning components—such as applying digital and problem-solving skills to address community needs—further reinforced the relevance of STEM education beyond the classroom. These authentic learning experiences fostered not only technical growth but also civic engagement and social responsibility among students.

Taken together, the findings support the adoption of STEM service-learning as a powerful pedagogical approach that connects academic learning with global goals. It holds particular promise for advancing equity and excellence in education, especially in underserved communities. Future research could explore the long-term effects of such interventions on students’ academic pathways, community involvement, and career aspirations in STEM fields.

7. Limits and Challenges

While the findings of this study provide strong support for integrating STEM education with service-learning approaches, several limitations should be acknowledged. First, the sample size was relatively small (N = 60) and drawn from a single geographic region, which may limit the generalizability of the results to other educational settings or populations. Second, the study relied primarily on self-reported data, which may be subject to response bias or social desirability effects. Third, although statistically significant improvements were found, the study did not include a control group, limiting causal inferences regarding the intervention’s direct impact.

Future research should consider employing a longitudinal or experimental design with a larger, more diverse sample to assess the long-term effects of STEM service-learning programs. Incorporating control groups and objective performance-based measures (e.g., coding tasks, project evaluations) would enhance the rigor and validity of future studies. Additionally, further exploration of gender-specific outcomes and how different service-learning contexts influence engagement could inform the design of more tailored and equitable interventions.