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<p>Entrepreneurial thinking is essential for driving innovation and creating value, yet its integration into secondary Science, Technology, Engineering, and Mathematics (STEM) education remains theoretically underdeveloped. Current Entrepreneurial-STEM (E-STEM) Education has limited understanding of how entrepreneurial thinking emerges and functions in design-based learning. This study investigated the development of entrepreneurial thinking among 29 high school teams participating in Thailand’s national E-STEM initiative. Students engaged in eight-month design-based projects that combined the Stanford d.school design thinking model with the Business Model Canvas (BMC) framework. Analysis of 145 artifacts—including BMC submissions and structured pitching sessions—identified eight entrepreneurial competencies organized into three functional clusters. Core Drivers (opportunity recognition, empathy, problem-solving) anchored innovation in authentic user needs. Creative Catalysts (creativity, interdisciplinarity, reflection) converted insights into original solutions. Execution Enablers (resourcefulness, adaptability) connected prototypes to market readiness through iterative testing and refinement. These clusters showed a hierarchical pattern: strong Core Drivers fostered effective Creative Catalysts, which in turn supported Execution Enablers. Competency development was uneven. Creative &amp; Innovative Thinking and Interdisciplinary Thinking demonstrated the strongest performance, with 32% and 31% of artifacts reaching advanced proficiency, respectively. By contrast, execution-oriented competencies—Resilience &amp; Adaptability and Resourcefulness-remained underdeveloped among most teams. This disparity revealed systematic pedagogical deficiencies-insufficient redesign cycles, overprotected failure environments, and assessment privileging ideation over execution. Findings advance E-STEM theory by positioning entrepreneurial thinking as a dynamic hierarchical system mediated by cognitive, sociocultural, and motivational-behavioral dimensions.</p>

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Entrepreneurial thinking as an integrated system: evidence from design-based E-STEM education

  • 期刊论文

  • 发表日期：

    2026年5月7日

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  • Akarat Tanak,
  • Suppalerk Tanak

摘要

Entrepreneurial thinking is essential for driving innovation and creating value, yet its integration into secondary Science, Technology, Engineering, and Mathematics (STEM) education remains theoretically underdeveloped. Current Entrepreneurial-STEM (E-STEM) Education has limited understanding of how entrepreneurial thinking emerges and functions in design-based learning. This study investigated the development of entrepreneurial thinking among 29 high school teams participating in Thailand’s national E-STEM initiative. Students engaged in eight-month design-based projects that combined the Stanford d.school design thinking model with the Business Model Canvas (BMC) framework. Analysis of 145 artifacts—including BMC submissions and structured pitching sessions—identified eight entrepreneurial competencies organized into three functional clusters. Core Drivers (opportunity recognition, empathy, problem-solving) anchored innovation in authentic user needs. Creative Catalysts (creativity, interdisciplinarity, reflection) converted insights into original solutions. Execution Enablers (resourcefulness, adaptability) connected prototypes to market readiness through iterative testing and refinement. These clusters showed a hierarchical pattern: strong Core Drivers fostered effective Creative Catalysts, which in turn supported Execution Enablers. Competency development was uneven. Creative & Innovative Thinking and Interdisciplinary Thinking demonstrated the strongest performance, with 32% and 31% of artifacts reaching advanced proficiency, respectively. By contrast, execution-oriented competencies—Resilience & Adaptability and Resourcefulness-remained underdeveloped among most teams. This disparity revealed systematic pedagogical deficiencies-insufficient redesign cycles, overprotected failure environments, and assessment privileging ideation over execution. Findings advance E-STEM theory by positioning entrepreneurial thinking as a dynamic hierarchical system mediated by cognitive, sociocultural, and motivational-behavioral dimensions.