This study explores the integration of Dash robot learning within the Tsinghua DDMT teaching model in a STEAM curriculum to enhance elementary students’ problem-solving skills and learning attitudes. A quasi-experimental design was conducted with 208 students (grades 1–6) over one semester, incorporating SDGs-related tasks to foster interdisciplinary learning and collaboration. Quantitative pre- and post-test assessments were complemented by qualitative data from teacher observations and student reflections. Results show significant improvements in students’ computational thinking and problem-solving abilities, with notable contributions from peer collaboration and self-reflection. The study highlights the value of structured pedagogical models and feedback mechanisms in promoting 21st-century competencies.