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This article is sub-divided to discuss entrepreneurship and entrepreneurial education, the composition of STEM and NON-STEM subjects, STEM education and the intentions of students in these two areas to participate in entrepreneurship. Academic literature on entrepreneurship has grown noticeably in recent years, establishing itself as a substantial and recent subject of study in academia for creating jobs and wealth in order to address the problem of unemployment and poverty in developing countries. Previous studies have indicated that such initiatives are critical to reviving emerging countries' shattered economies. As a result, the curriculum of education in developing nations has been altered to include entrepreneurship education. Students' participation in entrepreneurship based on STEM and non-STEM topics, on the other hand, differs. While most studies have focused on entrepreneurship and the opportunity it avails for students and the society at large, the intention of students to participate in entrepreneurship based on STEM and Non-STEM subjects may not have been adequately addressed in academia in Nigeria. The present study intends to address this flaw in knowledge. The study drew its data from secondary source and engaged content analysis as its methodology. The research looked at entrepreneurship and entrepreneurial intent, STEM and non-STEM courses and education, and students' intentions to participate in them. In its closing section, the study stated that students' intentions to engage in entrepreneurial activities could result in beneficial outcomes in terms of job and wealth creation in a depressed economy like Nigeria's. However, the study is of the view that the engagement of students on entrepreneurship based on STEM and non-STEM could achieve a better result if it could be anchored on students’ potentials. |
