Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 42 no. 8 (2025)

STEMulating Entrepreneurial Minds: Innovative Pedagogical Practices for Integrated Learning in Kiamba District, Sarangani Province

Lynch Jun Dondriano | Paul R. Olvis | Christine Dawn Obemio | Jay D. Buscano

Discipline: Education

 

Abstract:

Developing an entrepreneurial mindset is recognized as crucial in STEM education, where integrating business concepts, project-based learning, mentorship, and technology enhances learners’ ability to solve real-world problems and innovate (Strimel et al., 2019; Lerario, 2020). In the Philippines, particularly in STEM education, there remains a limited emphasis on fostering creativity and innovation through formal education, despite calls for teaching strategies that encourage authentic design and practical solutions (Velasco, 2013; Anito and Morales, 2019; Honrado and Calimlim, 2021; DeCoito, 2023). However, in regions like Kiamba, Sarangani Province, research is lacking on how these innovative pedagogical strategies—such as PBL, IBL, and Work Immersion—are experienced and localized, highlighting the need for qualitative studies exploring their impact on entrepreneurial mindset development within the local STEM context. This qualitative study explored the innovative pedagogical practices used to foster entrepreneurial thinking in STEM strand education within Kiamba, Sarangani Province. Guided by Social Cognitive Theory, Constructivist Theory, Innovation Diffusion Theory, and Entrepreneurial Value Creation Theory, the research focused on understanding how educators integrate entrepreneurship into STEM, the challenges they face, and the strategies they employ. Ten senior high school STEM teachers participated in semi-structured interviews, revealing that practices such as Project-Based Learning, Inquiry-Based Learning, Design Thinking, and Experiential Learning are instrumental in promoting creativity, problem-solving, and innovation. Despite their effectiveness, challenges such as limited resources, rigid curricula, and insufficient teacher training hinder full implementation. Teachers adapt by localizing content, employing blended learning, and fostering collaboration to meet learners’ needs. Findings also emphasized the need for stronger institutional support, curriculum flexibility, and community partnerships. This study highlights the importance of contextualizing entrepreneurial education within the STEM strand to better equip learners with the mindset and skills needed in today’s dynamic world. The insights generated can guide policymakers, educators, and school leaders in developing more inclusive and effective educational strategies that align with local realities while cultivating innovation and economic resilience through integrated STEM and entrepreneurship education.



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