In the context of digital transformation and the Fourth Industrial Revolution, developing students’ entrepreneurial creativity is essential. In Vietnam, the 2018 General Education Curriculum and Government Project 1665 have established policy foundations for entrepreneurship education in schools. Nevertheless, knowledge gaps remain regarding a competency framework for entrepreneurial creativity suited to high school students within the Vietnamese educational context. An analysis of several integrated entrepreneurial-creativity teaching models implemented internationally indicates that STEAM education is particularly well suited to Vietnam due to its interdisciplinary character and emphasis on solving real-world problems. This study proposes a structure for an Entrepreneurial Creativity Competency (ECC) framework within STEAM teaching at the high school level in Vietnam. The framework comprises five sequential components - Inquiry; Ideation; Design; Fabrication and Testing; and Commercialization - operationalized through 16 behavioral indicators. A comparison with the Problem-Solving and Creativity Competency Framework and the Physics Competency Framework demonstrates that the proposed ECC framework inherits core elements of creative thinking and practical problem-solving while adding domain-specific elements related to commercialization and market value creation, thereby confirming the framework’s suitability and feasibility for implementation in Vietnamese general education.