Cristina Tripon
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, η2p = 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.