Teachers’ Design Practices in Entrepreneurial STEM Education

This study investigates how teachers’ perceptions influence their design of integrated STEM lessons that incorporate entrepreneurial thinking and sustainability principles through the Bio-Circular-Green ( BCG ) economic model. Through a qualitative case study, we examined 32 teachers’ design practices during a 30-hour professional development program using the STEM-BCG Canvas tool. Data analysis revealed two distinct levels of disciplinary integration: lower-level integration, focusing on individual disciplines and basic problem-solving, and higher-level integration, demonstrating complex interdisciplinary connections. Teachers also showed diverse methods for applying the BCG framework, with varying success in incorporating bioeconomy, circular economy, and green economy concepts. The findings highlight how teachers’ understanding of disciplinary relationships and sustainability concepts shapes their effectiveness in creating integrated entrepreneurial STEM lessons, suggesting areas for targeted professional development support. This research contributes to our understanding of how to effectively integrate sustainability and entrepreneurship in STEM education, particularly within the Thai educational context.