ABSTRACT

Background: The integration of Science, Technology, Engineering, Arts, and Mathematics (STEAM) with Project-Based Learning (PBL) has been recognised as a means of addressing challenges associated with vocational competence and creativity. Within the context of calligraphy, STEAM-PBL provides a framework that combines technical proficiency with artistic innovation. Objectives: The present study seeks to evaluate the effectiveness of STEAM-PBL in fostering vocational calligraphy skills and enhancing artistic creativity, while also investigating the mediating role of learning motivation in the relationship between STEAM-PBL and student outcomes. Methods: Data were collected through a structured questionnaire survey administered to 150 participants enrolled in vocational calligraphy courses. Responses were measured on a five-point Likert scale. Statistical analyses, including correlation, regression, and mediation testing, were conducted using SPSS. Results: The results demonstrated that STEAM-PBL significantly improved both vocational competencies and creative abilities in calligraphy instruction, with learning motivation serving as a mediator in this relationship. STEAM-PBL exerted a direct positive effect on both technical skills and creativity, and students with higher motivation exhibited enhanced precision and originality. Conclusion: The study highlights the potential of STEAM-PBL as an instructional model for developing vocational and creative skills in calligraphy education. Incorporating learning motivation into the teaching process strengthens the influence of STEAM-PBL, thereby offering valuable insights for educators in artistic and creative fields.