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

Bibliographic Data

ID21975207
AuthorsCristina Tripon (0000-0002-4019-3041, University of Bucharest, corresponding author)
Year2025
Volume14
Issue11
Pages671
Publication date2025-11-17
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueSocial Sciences (JOURNAL)
Journal identifiersISSN: 2076-0760 • E-ISSN: 2076-0760
PublisherMDPI AG (PUBLISHER • IT)
DOI10.3390/socsci14110671
OpenAlexW4416392744
LanguageEN
Citations received3
References cited49

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

Multivariate analysis of variance · Qualitative property · Qualitative research · Self-efficacy · Sustainability · Transformative learning · Diverse Educational Innovations Studies · Service-Learning and Community Engagement · Youth Development and Social Support

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