This study aimed to improve students’ scientific literacy on static fluid concepts by developing a contextual digital module that integrates project-based learning with the science-environment-technology-society approach and kayuh baimbai values. A quasi-experimental posttest-only control design compared a class using the module with a class taught conventionally, using a validated learning outcome test and appropriate parametric or non-parametric analyses. Learners in the experimental class outperformed the control and achieved a large practical impact on literacy competencies. The module elevates understanding because projects require learners to connect pressure, buoyancy, and hydraulic principles with local flood realities, collaborate in culturally grounded teams, and justify designs with evidence. The work provides an implementable resource for physics teachers, advances culturally responsive science pedagogy, and supports disaster resilience by guiding students to design feasible floating and hydraulic solutions for riverine communities. It strengthens communication, creativity, and reflective evaluation during project presentations. This study supports current issues in sustainable development goals (SDGs). © School of Engineering, Taylor’s University.
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