This study aimed to examine the impact of a science, technology, engineering, arts, and mathematics (STEAM)-based sustainable city project on the ecoliteracy of elementary school students within the context of sustainable development goals (SDGs). Using a pre-experimental One-Shot Case Study design and a mixed-methods approach, data were collected through tests, questionnaires, documentation, and interviews. The results demonstrated improvement in students’ knowledge and attitudes regarding sustainability and environmental responsibility. This occurred because the integration of science, technology, engineering, arts, and mathematics helped students understand ecological issues and develop solutions through contextual learning. Additionally, qualitative data showed enhanced skills in critical thinking and collaboration during project implementation. The project motivated students by involving them in real-world applications aligned with the SDGs. This suggests that combining STEAM and SDG principles in project-based learning can meaningfully foster ecoliteracy at the elementary level. © School of Engineering, Taylor’s University.
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