Project-based STEM learning through a socially relevant challenge: cognitive and affective outcomes of a sustainable construction project in secondary education

A research study investigated the cognitive and affective outcomes of an interdisciplinary, project-based STEM intervention in secondary education. Students engaged in designing and constructing scale Superadobe shelter prototypes, integrating knowledge of materials, measurement, proportional reasoning, and technical decision-making within a socially relevant humanitarian context. The study observed improved cognitive outcomes and analyzed affective results, indicating the efficacy of such educational approaches.

Why it matters

This study demonstrates the potential for interdisciplinary, project-based learning, especially when linked to socially relevant challenges, to enhance cognitive and affective outcomes. It highlights an effective pedagogical approach that could foster critical thinking, problem-solving, and engagement among learners, thereby contributing to workforce development and innovation capabilities.

Key insights

• The intervention focused on project-based STEM learning through a socially relevant challenge.
• Students designed and built scale Superadobe shelter prototypes, applying interdisciplinary knowledge.
• Cognitive analyses involved 78 pretest-posttest pairs from ordinary classrooms and a Curricular Diversification group.
• Affective results were descriptively analyzed at the item level.
• Paired-samples t-tests indicated higher posttest cognitive scores, suggesting positive cognitive outcomes.

Source

Frontiers in Education — https://www.frontiersin.org/articles/10.3389/feduc.2026.1851518