This study investigates the impact of a content-language integrated STEM teaching intervention on enhancing scientific literacy among pupils aged 10–12. The intervention combined robotics technologies, the ELEFYS Illustrated Science Dictionary, and narrative-based learning to promote engagement and comprehension of scientific concepts. A pre-post design was employed to examine changes in pupils’ STEM career intentions, while post-intervention self-reported data were collected to assess students’ engagement, understanding, and enjoyment. The findings indicate that the intervention effectively increased pupils’ engagement and conceptual understanding. Student’s responses showed high ratings for using robotics equipment, the ELEFYS Illustrated Science Dictionary, and the interdisciplinary integration of physics, robotics, and ICT. Correlation analyses revealed strong associations between engagement with digital tools and deeper conceptual understanding. Furthermore, no significant differences in engagement or comprehension were found between boys and girls, suggesting that the intervention was equally effective across genders. However, despite the positive learning outcomes, the pre-post analysis of pupils’ STEM career intentions did not reveal a statistically significant shift, even though some students shifted from a neutral to a more positive stance. These results underscore the effectiveness of content-language integrated STEM instruction in fostering engagement, understanding, and enjoyment but suggest that a broader, longitudinal approach is necessary to influence career aspirations.