2025 ASEE Annual Conference & Exposition

A Chilean University has implemented a dedicated program for fostering innovation and entrepreneurship in its engineering students, comprising three semesters of coursework with graded assessments. However, the effectiveness of this program may be influenced by the attitudes and approaches of STEM teachers in other subjects and levels. This case study explores how the role of these teachers can strengthen or weaken this dedicated program. It analyzes the perceptions of both students and teachers regarding the importance of innovation and entrepreneurship competencies and examines the coherence between the formal curriculum and the hidden curriculum about these competencies. The study aims to understand how to create an educational environment that effectively cultivates innovative and entrepreneurial professionals aligned with current labor market demands.

This study analyzes STEM teachers' perceptions of their role in fostering innovation and entrepreneurship and evaluates their alignment with university expectations. An exploratory approach was adopted using the Delphi Method and Cronbach's Alpha. A panel of experts was selected, including STEM teachers, university representatives, and labor market experts. A questionnaire was designed to explore teacher perceptions and institutional expectations.

The results reveal that teachers consider certain knowledge, skills, and attitudes essential for promoting innovation and entrepreneurship. They also describe various pedagogical practices and perceive variable levels of institutional support. Discrepancies between teacher perceptions and university expectations were identified, suggesting the need for improved alignment.