The importance of enhancing entrepreneurial STEM education has become accentuated to foster sustainable, collegial, and innovative STEM practices. The study aimed to enhance high-school students’ entrepreneurial skills, namely resourcefulness and problem-solving skills, and investigate their experiences and feelings of entrepreneurial STEM education. Three entrepreneurial STEM activities were implemented with 30 students in a private high school in Turkey. The qualitative data were collected through pre- and post-interviews and group reflective journals and analysed with content analysis. The quantitative data were collected through the Self-Control Schedule (SCS) and the Problem-Solving Scale (PS) and analysed through SPSS. The quantitative data indicated that the participants’ average SCS results increased from 117.63 to 122.40 (no significant difference) and their average PS results increased from 130.00 to 135.55 (no significant difference) following an intervention. This may be because of participants’ prior experiences or the number of participants attending the study. However, there were significant changes in the subscales of SCS and PS, showing that participants’ approach-avoidance style (PS subscale) as well as planning of behaviour and control of emotions (SCS subscales) can be enhanced by implementing entrepreneurial STEM activities. The qualitative data showed that participants started to face their problems more and try to find them different solutions rather than avoiding them. The qualitative data also pointed to the changes in participants’ capability of making connections between the subject disciplines and everyday life. Moreover, students found entrepreneurial STEM activities entertaining and helpful for improving understanding of chemistry topics. The study contributes to the field by bringing authenticity to STEM education by incorporating social and green entrepreneurship, supporting students’ entrepreneurial skill development, and helping teachers and students make connections between STEM, real-world, and public.

加强创业 STEM 教育对于促进可持续、学院和创新的 STEM 实践的重要性日益凸显。本研究旨在提升高中生的创业技能，即随机应变和解决问题的能力，并调查他们对创业STEM教育的经历和感受。土耳其一所私立高中的 30 名学生实施了三项创业 STEM 活动。通过采访前和采访后以及小组反思日记收集定性数据，并通过内容分析进行分析。通过自我控制量表（SCS）和问题解决量表（PS）收集定量数据，并通过 SPSS 进行分析。定量数据表明，干预后参与者的平均 SCS 结果从 117.63 增加到 122.40（无显着差异），平均 PS 结果从 130.00 增加到 135.55（无显着差异）。这可能是因为参与者之前的经历或参加研究的参与者数量。然而，SCS 和 PS 分量表发生了显着变化，表明参与者的接近-回避风格（PS 分量表）以及行为规划和情绪控制（SCS 分量表）可以通过实施创业 STEM 活动来增强。定性数据表明，参与者开始更多地面对自己的问题，并尝试寻找不同的解决方案，而不是回避它们。定性数据还表明参与者在学科与日常生活之间建立联系的能力发生了变化。此外，学生们发现创业 STEM 活动很有趣，有助于提高对化学主题的理解。 该研究通过融入社会和绿色创业精神，为 STEM 教育带来真实性，支持学生的创业技能发展，并帮助教师和学生在 STEM、现实世界和公众之间建立联系，从而为该领域做出了贡献。