Search Results (58)

The purpose of the current research study was to identify appropriate educators for teaching entrepreneurship at the university level and to explore the best teaching methods for developing entrepreneurial knowledge and skills among students. The study aims to address two key questions in entrepreneurship education: (1) Who should teach entrepreneurship in universities? and (2) What methods are effective in teaching entrepreneurship in universities? The study was conducted using an interpretative phenomenological qualitative research approach. Data were collected from a purposive sample of eight (8) entrepreneurship educators from a South African university. Data collection spanned three months, from November 2024 to January 2025. The key findings of the study suggest that entrepreneurship should be taught by academics with practical experience, academics with at least a Master’s degree, entrepreneurs invited as guest lecturers, incubator professionals, and technology professionals. Additionally, the research revealed teaching methods that can be used to effectively teach entrepreneurship in universities: Universities need to prioritise hiring and training entrepreneurship educators with both academic and real-world experience and facilitate collaborations with incubators and real-world entrepreneurs. Teaching methods need to incorporate experiential learning methods such as startup simulations, case studies, and partnerships with innovation hubs. The study offers valuable insights into who should teach entrepreneurship and how it should be taught, emphasising the need for a multidisciplinary approach and practical orientation to develop entrepreneurial capabilities and mindsets among students. Full article

This paper examines the influence of institutional quality, stakeholder networks, entrepreneurial ecosystems, and policies on the adoption of circular economy practices by SMEs in twelve Central–Eastern European and Western Balkan countries. Using the Flash Eurobarometer 549 data, we first cluster countries by the level of circular economy adoption and find that they are highly interdependent. We apply cross-validated LASSO regression to identify two circular economy practices with the highest leverage (minimizing waste and saving materials). We also show that EU membership benefits appear when national administrations can effectively absorb and deploy EU incentives, helping firms transition from basic resource efficiency towards more advanced circular strategies. A two-pillar policy agenda is recommended: building targeted capability bundles inside firms (green-skills training and support for eco-design and production) and strengthening institutions and entrepreneurial ecosystems. Full article

Entrepreneurial Competence (EC) is increasingly recognized as essential to foster innovation and enhance educational quality. This study explores how education professionals perceive and develop the EC within educational centres, using a qualitative approach through structured interviews with education professionals. The findings highlight the need for a more explicit and systematic development of the EC, emphasizing continuous teacher training in entrepreneurial approaches. While digital and paper-based resources support the EC, educators stress the importance of active and practical methodologies such as Project-Based Learning and Learning by Doing. Limited collaboration among educators is identified as a barrier to effectively foster EC. Moreover, the lack of strategic planning within educational institutions remains an obstacle. This study underscores the importance of introducing structured and innovative pedagogical approaches to ensure that students cultivate the skills necessary to navigate an evolving and uncertain future. Full article

This research examines the link between business models and entrepreneurial capabilities among social assistance program participants who are aging adults in an emerging economic environment. The research targets the insufficient use of entrepreneurial abilities in seniors to advance their active aging potential while enhancing their life quality. This study collected data from selected participants by using Osterwalder and Pigneur’s business model framework as a basis for their structured questionnaire, which followed a quantitative–qualitative method. Researchers applied Spearman’s Rho statistical methods to measure relations between business elements and skills in self-confidence, creativity, initiative, perseverance, and teamwork demonstrated by entrepreneurs. The study results clearly showed that properly executed business models create substantial growth in entrepreneurial abilities among people of advanced age. This study contributes novel empirical evidence from a rural Peruvian context, confirming that structured business model training is positively associated with entrepreneurial outcomes among elderly populations. The findings (r = 0.755, p < 0.001) support the urgency of integrating capability-building into social assistance schemes. These results emphasize how targeted training programs should empower this population since this initiative supports Sustainable Development Goals like “Decent Work and Economic Growth” (SDG 8) and “Reduced Inequalities” (SDG 10). The analysis demonstrates that teaching entrepreneurial abilities to mature individuals leads to better social entrepreneurship sustainability together with superior economic involvement and social connections. Full article

The paper explores virtual worlds as an innovative training platform for upskilling and reskilling smart city professionals, comprising technicians and engineers. Focusing on developing soft skills, the study presents findings from the pilot of a virtual training which was part of a comprehensive tech skills program that also included transversal skills, namely soft, entrepreneurial and green skills. Moreover, the paper describes the methodological approach adapted for the design and the use of the soft skills’ virtual world during the online multi-user sessions, and depicts the technical infrastructure used for its implementation. The virtual world was assessed with a mixed-methods approach, combining a specially designed evaluation questionnaire completed by 27 trainees with semi-structured interviews conducted with instructors. Quantitative data were analyzed to assess satisfaction, perceived effectiveness, and the relationship between curriculum design, support, and instructional quality. Qualitative feedback provided complementary insights into learner experiences and implementation challenges. Findings indicate high levels of learner satisfaction, particularly regarding instructor expertise, curriculum organization, and overall engagement. Statistical analysis revealed strong correlations between course structure and perceived training quality, while prior familiarity with virtual environments showed no significant impact on outcomes. Participants appreciated the flexibility, interactivity, and team-based nature of the training, despite minor technical issues. This research demonstrates the viability of VWs for soft skills development in technical professions, highlighting their value as an inclusive, scalable, and experiential training solution. Its novelty lies in applying immersive technology specifically to smart city training, a field where such applications remain underexplored. The findings support the integration of virtual environments into professional development strategies and inform best practices for future implementations. Full article

As the European Union advances its bioeconomy strategy, the agricultural sector emerges as a key domain requiring targeted upskilling in digital and entrepreneurial competencies. This study examines how agricultural professionals perceive the importance of these competencies and identifies related training needs, drawing on the European Commission’s Digital Competence Framework (DigComp) and Entrepreneurship Competence Framework (EntreComp). Using a quantitative survey methodology, data were collected from 140 respondents, including farmers, agronomists, consultants, entrepreneurs, and policymakers, in four European countries: Greece, Italy, Portugal, and Sweden. Descriptive and non-parametric analyses (Mann–Whitney U and Kruskal–Wallis tests) revealed strong recognition of digital competencies across all groups, with significant variation by country, while perceptions of entrepreneurial competencies differed mainly by professional role. Moreover, a significant lack of formal bioeconomy-related education was identified. The findings underscore the need for targeted, competence-based education and policy interventions to equip professionals with the skills required for a sustainable and innovation-driven agricultural sector. Full article

Entrepreneurial competence is a key element in education for fostering innovative and sustainable learning, enabling teachers and students to address 21st-century challenges. Through a validated questionnaire, this quantitative observational study examines the perceptions of 623 education professionals regarding their abilities and attitudes to develop entrepreneurial competence across key dimensions, such as organizing, leadership, communication, evaluation, team coordination, initiative, independence, and motivation. The results show that women (compared to men), professionals with managerial roles (compared to classroom teachers), and older teachers with more experience (compared to younger teachers with less experience) perceive themselves as being more competent in the skills that make up entrepreneurial competence. However, this study also identifies a widespread lack of entrepreneurial training across all demographic and professional groups, highlighting a systemic gap in teacher training for entrepreneurial education. These findings highlight the urgent need to design and implement teacher training programs that address entrepreneurship as a key competence closely linked to sustainable education. This study also recommends promoting educational policies that foster interdisciplinary collaboration and innovation among teachers to create more inclusive, transformative, and sustainable learning environments. Full article

The aim of this study was to investigate the application of cognitive-dissonance-based educational methodological innovation to enhance conceptual correction, motivation to learn and institutional confidence, synthesizing educational theory and policy perspectives. The research was based on a pilot study of a targeted, short-cycle university training program that aimed to change participants’ misconceptions about the concept of entrepreneurial innovation and to support the development of their self-reflective skills. To measure preference changes, a pre-test/post-test research design was used. The results quantified the change in attitude: the preference score for the knowledge area of the training objective increased from 2.11 to 3.36 on a scale of 4, while the preference for the outdated approach area decreased from 2.91 to 1.28, demonstrating the effectiveness of the method in directing participants’ attention towards more complex directions that are sensitive to the needs of the economic environment. The effectiveness of the training program was evaluated using quantitative and qualitative data-collection methods (questionnaires, interviews, observation); 66% of the participants took up the innovative skills development program of the training university after the training, indicating an increase in institutional commitment. As a pedagogical tool for higher education, the method of cognitive dissonance was found to be effective in achieving “conceptual change” as a goal. This term is used to denote the targeted stage in the learning process when learners’ existing but incorrect conceptions can be modified by new knowledge and methods. At the same time, the method has also achieved demonstrable results in developing long-term motivation to learn. Our research demonstrates that incorporating a cognitive-dissonance-based approach to learning into curricula supports the enhancement of learner self-reflection and emotional engagement and contributes to increasing learner self-efficacy. These results confirm that cognitive-dissonance-based training is an effective tool not only for transforming knowledge preferences but also for maintaining participants’ motivation to learn and institutional commitment and that it can be successfully applied in other training contexts. Full article

We explore the question of whether entrepreneurial education matters for medium-sized venture performance. We do so to better understand the conflicting evidence indicating that, while such education appears to have significant positive micro-level effects, it has no significant macro-level effects. The growing investment in entrepreneurial education has increased intentions and start-up rates in treatment effects studies but has yet to make an impact on national start-up or survival rates. To address the contradiction, we apply a different empirical approach—one based on the capabilities view—where we survey venture entrepreneurs about their firm’s performance and their education in order to determine whether their skills-enhancing entrepreneurial training is or is not a key driver of success. We find that while that training significantly increases their confidence, when taken as a whole—as a multidimensional measure—that entrepreneurial education does not significantly influence venture performance. We discuss the implications for research, policy, and education. Full article

Employability has been widely studied from various theoretical and methodological perspectives. However, certain dimensions of the determinants of employability remain underexplored, particularly in the context of a rapidly evolving labor market shaped by digital transformation and artificial intelligence and socio-economic contextual factors. The aim of this study is to analyze the dimensions influencing the employability of young Moroccans through an exploratory qualitative approach, based on structured roundtable discussions organized at the Careers and Skills Centre of Laâyoune. The findings identify eight key pillars of employability, aligned with the current labor market demands, encompassing educational and training opportunities, hard and soft skills, geographical mobility, entrepreneurial and project management skills, adaptation to emerging professions, regional economic infrastructure, and state support. These insights provide a comprehensive framework for understanding employability dynamics, offering actionable recommendations for educators, policymakers, and employers. This research stands out by integrating a contextualized approach to employability, bridging global labor market trends with region-specific socio-economic realities. Full article

Business schools play a pivotal role in training future leaders equipped to tackle complex challenges in sustainable development. This study investigates the effects of integrating playful learning methodologies into sustainable entrepreneurship education, aligning with the goals of education for sustainable development and Sustainable Development Goals. The research involved a quantitative approach, utilizing pre- and post-intervention surveys targeting 50 business school students to assess changes in their knowledge of sustainable entrepreneurship, entrepreneurial skills, and engagement levels. Results from descriptive statistics and paired t-tests revealed significant enhancements; knowledge scores increased from an average of 3.01 to 3.70 (t(49) = −23.04, p < 0.001), skills scores from 3.19 to 3.90 (t(49) = −20.88, p < 0.001), and engagement scores from 3.40 to 4.00 (t(49) = −16.28, p < 0.001), indicating statistically significant improvements across all measured domains. These findings suggest that playful learning methodologies can profoundly enrich the educational experience, making it more dynamic and impactful. The study underscores the potential of such pedagogical strategies in fostering a comprehensive understanding of sustainability and cultivating essential competencies among future business leaders. This research has significant implications for curriculum design, advocating for the inclusion of interactive and experiential learning methods to improve educational outcomes and better prepare students for the complex challenges of sustainable development. Full article

Teachers’ goal orientations and their adaptation to the 21st century determine many questions in teacher training and professional development. One of these aspects is entrepreneurship, such that the achievement goal orientations and 21st century skills of pre-service teachers have a positive role in entrepreneurship. The present study aimed to investigate the predictive role of the achievement goal orientations and 21st century skills of pre-service teachers in relation to entrepreneurship. To this end, a correlational design was conducted to analyze relationships between variables. The sample in the current study consisted of 282 pre-service teachers studying at a Faculty of Education in Anatolia Province, Turkey. The instruments were the Achievement Goal Orientations Scale, 21st Century Learning Skills Acquisition Scale, and The Scale of Entrepreneurship of College Students. The data obtained from these scales were analyzed using structural equation modeling. The results showed that the structural model of the relationships between achievement goal orientations, 21st century skills, and entrepreneurship had an adequate goodness of fit, so that most of the achievement goal orientations and 21st century skills of pre-service teachers predicted either directly or indirectly their entrepreneurship skills. The conclusion was that entrepreneurial education activities related to teacher entrepreneurship can be planned by considering 21st century skills and achievement goal orientations in teacher education. Full article

A growing body of research has examined farmers’ increasing economic challenges in the United States and the new models adopted to help them increase profit, remain in business, and achieve agricultural sustainability. However, the entrepreneurial strategies that Western Corn (Zea mays) Belt farmers use to overcome economic challenges and achieve agricultural sustainability remain understudied. The model system used in this study was eastern South Dakota, and it examined the entrepreneurial aspirations of commodity crop producers using mail and online survey data collected in 2018. Using the diffusion of innovations framework, we investigated how innovation and entrepreneurialism spread among farmers; whether frequent training, building, and using social networks were essential to farmers’ business success; and how age, education level, and farm size relate to their entrepreneurial aspirations. We analyzed these three socio-demographic characteristics of farmers against their adoption of entrepreneurship and engagement in networking and training. Our results show that (1) farmers are looking for ways to adopt entrepreneurship; (2) education and farm size are positively related to the adoption of entrepreneurship; (3) age is negatively related to farmers’ adoption of entrepreneurship, and (4) a larger farm size is associated with farmers’ use of social networks and their participation in training. This study highlights the importance of providing farmers with entrepreneurial training, equipping them with necessary skills, maximizing their use of social networks and opportunities, and encouraging strategic planning and best management practices. Full article

This study explores food insecurity in South Sudan through the lens of young entrepreneurs, revealing insights into understanding the causes, coping strategies, and innovative solutions. Analyzing survey responses reveals a complicated problem linked to poverty, conflict, climate change, and economic instability. We surveyed 19 standout candidates selected from 325 South Sudanese participants from the United Nations Institute for Training and Research (UNITAR’s) hybrid training on entrepreneurship and agribusiness, who successfully passed the assessment criteria to attend a workshop in Hiroshima, Japan, in February 2024. These participants clearly depicted the dire circumstances, with widespread food insecurity, heavy reliance on humanitarian aid, and prevalent malnutrition, especially in conflict-affected regions like Yambio. Conflict, climate shocks, economic instability, and inadequate infrastructure emerged as primary drivers of food insecurity. Despite these challenges, young entrepreneurs express a keen desire to contribute to solutions, advocating for sustainable agriculture, entrepreneurship, and education initiatives. During conflict, coping strategies vary from reducing meal frequency to diversifying diets and engaging in subsistence farming. The innovative solutions proposed include sustainable agricultural practices, value chain development, and technology adoption. The study underscores the urgent need for comprehensive strategies addressing the root causes of food insecurity while empowering communities and young entrepreneurs to foster resilience. Sustained support in youth agri-business capacity building and entrepreneurial skills development, increased agricultural investment, infrastructure enhancement, and targeted youth empowerment initiatives are emphasized. Through collaborative efforts, South Sudan can progress towards achieving resilience and improving food security. Full article

Background: Social innovation and gerontology develop a wide range of actions aimed at supporting and improving the needs of long-lived populations. Higher education institutions (HEIs) are drivers of change, and their potential to develop solutions through teaching students’ social innovation skills should be considered in the field of longevity. This article reports the results obtained by the Senior Innovation Lab (SIL) training initiative. Methods: Challenge-based learning, design thinking, and lean startup approaches were implemented in training 26 participants with the final aim of developing innovative solutions to previously identified long-lived population needs. Results: Final products were innovative ideas developed through collaboration between students, academic staff, and business employees, indicating the importance of adopting entrepreneurial approaches in academic teaching. The participants identified motivation and perseverance as the most relevant entrepreneurial skills and most of them also perceived that they possessed it. The participants also considered spotting opportunities (chance to add value) as the most desired skill throughout the whole experience. Conclusions: SIL’s assessment showed that social innovation methodologies contributed to the development of learning strategies, enabling potential solutions for the ageing challenges. Full article