<![CDATA[Mathematics learning in elementary schools is increasingly expected to cultivate twenty-first-century competencies alongside conceptual mastery, yet conventional, teacher-centered instruction often leaves critical thinking and digital literacy underdeveloped. This study examined the implementation of edupreneurship-based mathematics learning through a STEAM (Science, Technology, Engineering, Arts, Mathematics) approach and its contribution to sixth-grade students’ critical thinking and digital literacy. A qualitative descriptive case study was conducted at a private Christian elementary school in Mranggen, Demak Regency, Central Java, involving the sixth-grade teacher, the school principal, parents, and 37 sixth-grade students as participants. Data were collected through participatory observation, in-depth interviews, documentation, field notes, and supporting questionnaires, and were analyzed using an interactive model of data condensation, display, and conclusion drawing, with credibility established through source and technique triangulation. Findings show that STEAM was implemented through an integrated four-week project—the School Minimarket Project—that embedded the ratio concept across five disciplinary dimensions, while edupreneurship values were internalized through authentic entrepreneurial roles and decision-making. Digital technology was used adaptively across three progressive levels, from calculation aids to collaborative communication. These practices jointly stimulated all five Watson-Glaser critical-thinking indicators through contextual, dialogic, and reflective learning experiences. The study suggests that meaningful STEAM-edupreneurship integration does not require complete technological infrastructure but depends on teachers’ pedagogical creativity and institutional support for innovation.]]>
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