Parent-child shared reading plays a critical role in promoting children’s cognitive development, language acquisition, and parent-child bonding. Many countries have integrated shared reading into national child healthcare and early literacy promotion policies. In Taiwan, however, parent-child shared reading is not yet widely implemented in postpartum care centers. Given this gap, innovative educational models are needed to prepare future healthcare providers for early literacy promotion. This study aimed to explore the application of a Team-Based Learning (TBL) strategy combined with a University Social Responsibility (USR) initiative to empower nursing students to design and deliver shared reading interventions for postpartum families. A single-group educational intervention design was adopted, involving 49 second-year nursing students enrolled in a postpatum care elective course. The intervention consisted of three sequential phases: (1) expert-led lectures on the benefits and techniques of shared reading, delivered by a neonatal specialist with experience in national literacy campaigns; (2) a TBLbased classroom module featuring Individual Readiness Assurance Tests (iRATs) and Team Readiness Assurance Tests (tRATs) to assess and reinforce stuents’shared reading knowledge; and (3) field-based service learning. During the field phase, stuents worked collaboratively with clinical nurses to design and deliver group health education sessions on shared reading for postpartum mothers and their families across four postpartum care centers. Results showed a significant improvement in students’knowledge scores ( t (48) = -3.25, p = .002). Thematic analysis of student reflections revealed enhanced teamwork, strengthened patient education skills, and heightened social responsibility awareness. A total of 37 postpartum mothers participated in the health education sessions and completed the feedback survey. The overall satisfaction rating was high, with a mean score of 4.93 out of 5. Integrating TBL and USR frameworks into nursing education effectively enhanced student learning outcomes while facilitating meaningful community engagement. The program positively influenced maternal knowledge and attitudes toward shared reading. These findings highlight the potential scalability and applicability of this educational model for broader health promotion initiatives in postpartum care settings.