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<p>Integrating entrepreneurship into STEM education is gaining attention as a key research focus, requiring systematic reviews to identify trends and to guide future work. Using the PRISMA methodology, this study analyzed 44 peer-reviewed articles from 236 records in Scopus and Web of Science and bibliometric content analysis to address four research questions (RQ). RQ1 examined publication trends, author affiliations, and highly cited works, showing strong growth in the USA, Europe, and Asia. RQ2 explored integration models, identifying three approaches: (1) embedding entrepreneurial elements in STEM design, (2) full integration across STEM learning processes, and (3) entrepreneurship through project-based STEM activities. RQ3 analyzed thematic maps, highlighting “STEM education learning” as an emerging motor theme, with entrepreneurship-oriented project design as a niche theme. RQ4 identified research gaps and future directions, emphasizing curriculum alignment, interdisciplinary collaboration, and practical strategies for educators and policymakers. This review clarifies pedagogical approaches and offers actionable insights for preparing learners with entrepreneurial and innovation-oriented skills for the global workforce.</p>

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Mapping Research Themes and Future Direction Integrating Entrepreneurship into STEM Education: A Systematic Literature Review and Bibliometric Study

  • 期刊论文

  • 发表日期：

    2026年1月26日

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  • Heru Edi Kurniawan,
  • Sulistyo Saputro,
  • Suranto Suranto,
  • Murni Ramli

摘要

Integrating entrepreneurship into STEM education is gaining attention as a key research focus, requiring systematic reviews to identify trends and to guide future work. Using the PRISMA methodology, this study analyzed 44 peer-reviewed articles from 236 records in Scopus and Web of Science and bibliometric content analysis to address four research questions (RQ). RQ1 examined publication trends, author affiliations, and highly cited works, showing strong growth in the USA, Europe, and Asia. RQ2 explored integration models, identifying three approaches: (1) embedding entrepreneurial elements in STEM design, (2) full integration across STEM learning processes, and (3) entrepreneurship through project-based STEM activities. RQ3 analyzed thematic maps, highlighting “STEM education learning” as an emerging motor theme, with entrepreneurship-oriented project design as a niche theme. RQ4 identified research gaps and future directions, emphasizing curriculum alignment, interdisciplinary collaboration, and practical strategies for educators and policymakers. This review clarifies pedagogical approaches and offers actionable insights for preparing learners with entrepreneurial and innovation-oriented skills for the global workforce.