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This chapter examines the existing work on tangible user interfaces (TUIs) and focuses on tangible programming with the scope to enlighten the opportunities for innovation and entrepreneurship in this particular domain.

In the first section, we start by presenting in short the history of TUIs and then focus on tangible programming presenting the different design approaches. Then we present the opportunities for innovation and guidelines for future products.

In the second section, we review the entrepreneurial activities that combine educational toys and TUIs.

The main finding of this chapter is that although TUI design and research are still in its infancy and more design guidelines and research are required to further bridge the digital and the physical world, the first signs of entrepreneurship promise a bright future.

Limitations arise from the fact that many companies keep many of their financial data confidential. Thus, it was impossible to include and validate all the information that we intended to present.

Initially, this chapter motivates and challenges scientist to find novel innovative solutions in the field. Then, reveals the entrepreneurial opportunities and potential customers. Finally, shows the funding sources and how tangible products are offered in the market.

We propose a new kind of toys that might alter and expand science, technology, engineering, and mathematics (STEM) in education.

This chapter appears to be unique in the sense that is the first that reports simultaneously on TUIs, entrepreneurship, and innovation.

The current study addresses an entrepreneurial program offered by a Greek Higher Education Institution – Aristotle University of Thessaloniki – to Information and Communication Technology undergraduate students and examines its effect on participants’ attitudes and perceptions towards entrepreneurship, within the wider context of entrepreneurship and education.

The program is part of a wider pilot project called “InnoEntre.” The particular pilot program is provided in cooperation with Aarhus University of Denmark. The objective was for Danish and Greek students attending the particular course to interact, come up with a novel idea, and transform it through a business plan, into a value-creating outcome, while presenting the steps, actions, experiences, and insight through the pilot program.

The study offers important implications sharpening knowledge around the area of entrepreneurship, focusing on the intersection between entrepreneurship and education. It highlights key dimensions critical for the successful combination of these two fields, pointing to the importance of young individuals’ perceptions and attitudes towards Innovation-Entrepreneurship Education (I&E), their expectations and particular needs from related educational programs, antecedents of entrepreneurial intention, etc.

Findings contribute to the combination of components to approach the wider fields of I&E, besides the University context, highlighting their multidisciplinary nature. Furthermore, the study adds to innovative pedagogy, highlighting the importance of the use of certain appropriate methods, models, and practices, and the use of ICT in supporting the development of business ideas into actual ventures. The study equally outlines critical managerial implications for entrepreneurs, managers, and policy-makers alike that can foster entrepreneurial activity undertaking among the youth.