Abstract:

Introduction:
In the Age of Acceleration, rapid technological disruptions necessitate engineers to possess the skill of flexibly adapting their skills on demand. It is imperative for engineers, who are left with either entrepreneurial (own startups) or intrapreneurial (startups within the organization they are employed) career options, to develop an entrepreneurial mindset to seize emerging opportunities. This transition from a fixed mindset to a growth mindset, and eventually to an entrepreneurial mindset, is crucial for engineering students.

Objective:
This paper aims to depict the integration of an entrepreneurial pedagogy into the teaching of physics, specifically targeting first-year engineering students. The proposed pedagogy aligns learning processes with intrinsic motivations, directing every learning event towards an entrepreneurial outcome, such as a product, service, solution, or creative endeavour.

Methodology:
To initiate this transformative pedagogy, students are presented with seed ideas derived from physics lessons within the conventional curriculum. Leveraging modern-day technologies like Artificial Intelligence (AI) tools, students elaborate on these seed ideas, gaining a comprehensive understanding of the underlying concepts. They further experiment with the seed ideas in the physics laboratory, allowing for firsthand exploration and the acquisition of in-depth knowledge. Students go on to develop a holistic perspective of their own unique seed idea, surpassing the thinking abilities of AI tools. They also apply their polychromatic thinking skills, culminating in the creation of an entrepreneurial insight, which becomes the guiding force for their continued learning. Celebrating the discovery of this entrepreneurial insight, students express themselves within their individual set of intelligences, as proposed by Howard Gardner's theory. Furthermore, students collaborate within startup teams to deliberate on each team member's entrepreneurial insights, ultimately synergizing their ideas into a cohesive startup concept. Employing a gamification approach, the team simplifies the startup idea. The startup team collaboratively work towards the implementation of the startup idea as a solution that addresses some pressing societal need identified by the team.

Results:
This paper presents insights derived from a two-year-long experiment conducted at an Indian engineering education institution, where an entrepreneurial pedagogy was integrated into physics education for engineering students. By infusing physics lessons with entrepreneurial elements, students were encouraged to develop entrepreneurial mindset necessary for success in an era of rapid technological disruptions, the so-called Age of Acceleration. The pedagogy fostered the transition from a fixed mindset to a growth mindset, culminating in the development of an entrepreneurial mindset in many students as suggested by the portfolios they have submitted for evaluation. This innovative approach not only enhances students' understanding of physics concepts but also equips them with the skills and mindset required to identify and seize emerging opportunities in the technological landscape.

Conclusion:
In conclusion, integrating entrepreneurial pedagogy into physics education empowers engineering students to navigate the complexities of an ever-changing world, nurturing their entrepreneurial spirit and fostering a transformative mindset to embrace future challenges.

Keywords:

Entrepreneurial Mindset, Entrepreneurial Pedagogy, Seed Ideas, Holistic Perceptions, Polychromatic Thinking, Physics Education, Multiple Intelligences.