Purpose This study investigates the influence of interactive Ethno-STEM learning on the development of 21st-century skills among university mathematics students, with a focus on critical thinking, problem-solving, creativity, innovation and digital literacy. Design/methodology/approach A convergent mixed-methods design was adopted, combining quantitative and qualitative data. The study involves 314 undergraduate mathematics students from USTED, Kumasi campus, selected using simple random, convenience and purposive sampling. Data were collected through an online questionnaire and focus group discussions following a four-week Ethno-STEM instructional program. The data were analyzed using exploratory and confirmatory factor analysis, reliability tests, and structural equation modeling, while qualitative data were analyzed thematically to support and clarify the statistical results. Findings The focus group discussions showed that the students generally viewed interactive Ethno-STEM learning in a very positive light. Finally, Ethno-STEM learning positively influences students' critical thinking skills, students' problem-solving skills, students' creativity and innovation and students' digital literacy and technology skills. Research limitations/implications The study's mixed sampling approach may have introduced some bias, limiting the generalizability of the findings beyond the selected sample. Practical implications The findings suggest that integrating Ethno-STEM approaches in university mathematics education can strengthen students' 21st-century skills, support culturally responsive teaching, and inform curriculum development and pedagogical strategies. Originality/value This study is among the first to empirically examine the impact of interactive Ethno-STEM learning on multiple dimensions of 21st-century skills in a university mathematics context, highlighting the value of blending cultural knowledge with STEM education.
Asare et al. (2026) studied this question.