Fostering STREAM literacy through international news events and problem-based learning: a mixed-methods study with rural seventh graders

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Background Integrating science, technology, engineering, arts, mathematics, and reading (STREAM) into rural education poses significant challenges, including limited resources and a lack of innovative pedagogical models. This study addresses these gaps by introducing international news events as the thematic core of an illustrated STREAM book combined with a problem-based learning (PBL) approach to foster STREAM literacy among rural seventh-grade students in Taiwan.Methods Using a mixed-methods design, this study engaged 13 rural students in an 8-week STREAM-PBL curriculum centered on real-world issues such as cave rescues and environmental conservation. Quantitative assessments – including pre- and posttests on STREAM attitudes and problem-solving ability – were complemented by qualitative data from student interviews, learning artifacts, classroom observations, and teacher reflections.Results Quantitative analyses revealed significant improvements in students’ STREAM attitudes, particularly in the interest, efficacy, and value dimensions, although no significant gains were observed in their pen-and-paper problem-solving abilities. The qualitative findings highlighted enhanced critical thinking, creativity, and collaborative learning, as well as increased engagement and a deeper understanding of scientific principles and real-world applications.Conclusions Integrating international news events into a STREAM-PBL curriculum effectively fosters positive attitudes and interdisciplinary learning among rural students, offering a promising model for addressing educational disparities. While improvements in problem-solving skills may require sustained exposure, this study underscores the importance of hands-on, inquiry-based, and culturally relevant STREAM education in preparing students for global challenges.