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.

尽管据推测，可以将这三者整合为一个综合模型以增强积极成果，但有关大学生语境下STEM教育成果的文献却追求与企业家技能和教学能力截然不同的非认知属性的建构。这项研究表明，有多种方法可以优化高等院校的积极学习成果。本文认为，有必要在大专院校的STEM教育者课程中纳入企业家精神和教学技能培训。因此，这项研究提出了一个综合的理论模型，该模型可用于生成数据集以解决已确定的差距。