This chapter explores the potential of STEM project-based learningProblem-based learning (also Project-based learning) (PBL) and digital video game (DVG) creation to support and integrate STEM and entrepreneurial competenciesCompetencies in teacher educationTeacher education. Specifically, the authors present and describe three STEM projects and three DVGs, with a focus on entrepreneurial and STEM skill development and growth mindsets in a curriculumCurriculumand pedagogyPedagogy (teaching practices) methods course in STEM educationSTEM education. The authors maintain that in order for teacherTeachers candidates (TCs) to develop entrepreneurial and STEM literaciesSTEM literacy, they need to integrate entrepreneurial and STEM content and pedagogical knowledge to be able to effectively instruct, assess and design STEM curriculaCurriculum that can foster entrepreneurial skills and support future generations of learners. TCs engaged in several tasks utilizing principles of inquiryInquiry, design-based and experiential learningExperiential learning, and reflective practiceReflective practice that fostered entrepreneurial awareness and enhanced entrepreneurial competenciesCompetencies. Entrepreneurial growth is evident in the projects, as TCs provided extensions, thus creating value-added content beyond the scope of the initial assignment. These value-added extensions were also catalytic in developing an entrepreneurial growth mindset. The authors contend that teacher educationTeacher education programs, professional development initiatives, and key stakeholders have a pivotal role to play in developing and supporting students’ STEM and entrepreneurshipEntrepreneurshipcompetenciesCompetencies. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2023.
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