Challenge-Based Learning at Scale: Effects of NASA Artemis ROADS on STEM Career Interest in a Rural 7–12 District

AUTHOR(S)

RANELL E. ENGAY

ABSTRACT

—— This paper examines the potential effects of implementing a large-scale, challengebased learning (CBL) initiative, specifically the NASA Artemis ROADS program, on the science, technology, engineering, and mathematics (STEM) career interests of students in a rural 7–12 school district. Rural districts often face unique educational challenges, including resource and funding disparities, yet possess untapped potential. The objective of this analysis is to synthesize existing literature to build a conceptual framework for understanding how such an intervention might perform, paying close attention to critical moderating variables such as local school context, student grade level, and gender. This study utilizes a qualitative literature synthesis, drawing from meta-analyses, quasi-experimental studies, and programmatic reports. The findings indicate that while CBL is a potent pedagogical tool, its effectiveness is highly context-dependent. High school students typically derive the most significant benefits from STEM interventions. Furthermore, gender-differentiated factors, such as the influence of media, social support, and the presence of female role models, critically shape STEM interest. The analysis concludes that the success of programs like NASA Artemis ROADS in rural settings hinges on careful adaptation to local conditions and the deployment of demographically-informed engagement strategies to effectively foster STEM career aspirations. Keywords — Challenge-Based Learning, Stem Education, Rural Schools, Career Interest, Nasa, Educational Intervention, Gender Differences