Integrating STEM Education, Religion and Entrepreneurship for Sustainable Economic Growth:
A Case Study of Uganda.
DOI:
https://doi.org/10.59472/2edbjc21Keywords:
Stem Education, Religion, Entrepreneurship, Industrialization, Sustainable Economic GrowthAbstract
In today’s global landscape, the integration of STEM (Science, Technology, Engineering, and Mathematics) education and economic development stands as a pivotal arena, particularly in the context of developing nations such as Uganda (Ahmed, 2016). The goal of this study is to embark on a comprehensive exploration of this dynamic nexus, with a central focus on leveraging STEM education, religious values (RVs), and entrepreneurial skills to catalyze the cultivation of robust integrated STEM-Religion Entrepreneurship programs in higher educational institutions (HEIs) a requisite requirement for job creation, promotion of industrialization and sustainable economic growth in the 21st century. The research contends that conventional approaches to modernization may not suffice to address the multifaceted challenges faced by developing nations. Therefore, the study advocates for a STEM-Religion-Entrepreneurship innovative model rooted in the harmonious integration of religious, entrepreneurship, and STEM education interests in HEI. By examining a myriad of secondary data sources and employing phenomenological analysis, the study unveils the critical prerequisites essential for steering national economies towards sustainable growth trajectories. Moreover, the study meticulously scrutinizes the intricate landscape of fiscal policies and their implementation challenges in the modern era, shedding light on the complexities inherent in shaping conducive economic environments. Through a synthesis of insights gleaned from existing literature on STEM education and entrepreneurship, the research underscores the profound potential for synergy between these realms. The study further highlights how the acquisition of STEM-related competencies can transcend traditional religious and colonial barriers, thereby fostering inclusive industrialization, job creation and economic development. In essence, this study serves as a clarion call for a paradigm shift in the educational and economic policies of developing nations. It underscores the imperative of embracing STEM education as a linchpin for nurturing entrepreneurial talent and propelling industrialization forward. By weaving together religious, entrepreneurship, and STEM education imperatives, countries like Uganda can forge a path towards sustainable economic growth and inclusive development in the 21st century and beyond.
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