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Conceptualizing non-cognitive attributes, entrepreneurship training, pedagogical competencies and stem education outcome: an integrated model and research proposition

Abstract

Literature on STEM education outcome in the tertiary context has pursued the construct of non-cognitive attributes distinctly from that of entrepreneurship skills and pedagogical competencies, notwithstanding the inferred indications that the three can be adapted in an integrated model to enhance positive outcomes. This study established that there is a range of approaches seeking to optimize positive learning outcomes in tertiary level institutions. This paper argues that there is need to incorporate entrepreneurship and pedagogical skills training in the curriculum for STEM educators at the tertiary level institutions. The study has therefore proposed an integrated theoretical model which can be used to generate data sets to address identified gaps.

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Acknowledgement

We would like to acknowledge the support by the Kenyatta University management in availing a postmodern library for review of literature relevant to this study and facilitating the authors to attend learned conferences that were useful in enriching this paper. To all those who contributed in one way or another in actualizing this paper, and whom we may not individually mention by name, we highly appreciate your contributions. We take responsibility of any error(s) and/or omission(s) in the study findings, discussion, conclusions and propositions contained in this paper.

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Correspondence to Evans Mwasiaji.

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Mwasiaji, E., Mambo, S., Mse, G.S. et al. Conceptualizing non-cognitive attributes, entrepreneurship training, pedagogical competencies and stem education outcome: an integrated model and research proposition. Int J Technol Des Educ 32, 1925–1939 (2022). https://doi.org/10.1007/s10798-021-09671-9

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Keywords

  • Non-cognitive attributes
  • Entrepreneurship training
  • Pedagogical competencies
  • STEM education outcome