This study examines how self-demand and time availability influence STEM project performance among school and university students in Arequipa, Peru. Using mixed methods, 14 projects were evaluated, revealing that school students outperformed university peers (average scores: 73.1 vs. 65.1), largely due to structured support and fewer external commitments. The findings highlight the sociological impact of institutional and personal constraints, recommending balanced workloads, enhanced mentorship, and better resource allocation to improve STEM learning outcomes across education levels. The study concludes that strategies emphasizing balanced workloads, targeted mentorship, and improved resource allocation are essential for optimizing STEM project-based learning across different educational stages. © 2025, The Education University of Hong Kong. All rights reserved.
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