Background/purpose. The strategic goal of science, technology, engineering, and mathematics (STEM) literacy is to develop scientifically and technologically equipped global citizens who are innovators and problem-solvers in a rapidly changing world. The study contributes to this goal by drawing pedagogical implications from examining college students' word problem-solving skills, their perceptions of the role of mathematical cognitive skills, and the factors that hinder successful word problem-solving. Materials/methods. An explanatory sequential design was used, with the quantitative phase assessing college students' word problem-solving skills and the qualitative phase examining their perceptions of mathematical cognitive skills and hindering factors to explain variations in word problem-solving performance. Results. College students demonstrated fundamental-level word problem-solving ability, highlighting the inherent difficulty in navigating complex cognitive tasks. The variations in problem-solving proficiency, shaped by nuanced differences in cognitive development, instructional practices experienced, and available learning opportunities, influence the problem-solving approaches undertaken, the perception of problem-solving complexity, and the use of strategies in overcoming problem-solving barriers. Conclusion. College students recognize the crucial role of mathematical cognitive skills in solving word problems. However, the prevalence of hindering factors underscores that cognitive skills alone do not decisively translate into successful problem-solving. Enhancing word problem-solving competencies in the context of STEM education requires the adoption of a systemic approach that integrates the enhancement of cognitive skills, the implementation of strategic and differentiated interventions responsive to varying levels of problem-solving ability, and the creation of supportive learning environments fostered by technology-based, collaborative, reflective, and integrative teaching practices.