Journal of Economics Education and Entrepreneurship

(2024)

Journal of Economics Education and

J E E Entrepreneurship
Vol. 5, No. 2, August 2024, pp. 119-138
https://ppjp.ulm.ac.id/journals/index.php/jee/issue/view/792
ISSN: 2746-5438 (Print) | 2745-729X (Online)

Approaches to Integrating Entrepreneurial Education into School

Curriculum
1⃰
Kofi Nkonkonya Mpuangnan, 1Samantha Govender, 1Hlengiwe Romualda Mhlongo
1 University of Zululand, South Africa

Article Info ABSTRACT

Keywords: In recent years, many developing nations have been grappling with an uprising in
Education unemployment rates, prompting a need for comprehensive solutions. Addressing this
Entrepreneurship issue requires a multifaceted strategy, notably exposing students to entrepreneurship
School curriculum early in their education journey, setting the stage for their preparedness and forward-
Pedagogical approaches thinking mindset. Therefore, this study focuses on the incorporation of entrepreneurial
Integration teachings in school curricula, examining how to foster an entrepreneurial mindset among
students and evaluating the effectiveness of pedagogical approaches in promoting
entrepreneurship. To achieve this aim, a thorough systematic literature review was
conducted, drawing on Human Capital Theory as its foundation. The search
encompassed scholarly publications from major publishers like Sage, Taylor and
Francis, Emirate, and Springer, spanning from 1965 to 2023. Focused on cultivating an
entrepreneurial mindset in learners and enhancing entrepreneurship through pedagogical
strategies, the research uncovered vital insights. Key findings highlighted that an
entrepreneurial mindset can be nurtured through innovative classroom settings, fostering
resilience, and inviting guest speakers. Additionally, educators play a pivotal role by
employing hands-on learning, experiential activities, role-playing, and business
simulation games to instill entrepreneurial knowledge. Recommendations stemming
from this study emphasize the necessity for tailored training programs and workshops
by the Ministry of Education. These initiatives aim to equip educators with the requisite
competencies and perspectives, enabling them to effectively impart impactful
entrepreneurial education
This is an open access article under the CC-BY-SA 4.0

*Corresponding Author:
Kofi Nkonkonya Mpuangnan
University of Zululand, South Africa
Corner Guldengracht &, 2 Cent Cir, Road, Richards Bay, 3900, South Africa
Email: [email protected]
Submitted 7 Oct 2023; Accepted 18 May 2024; Published 30 Aug 2024

How to cite: Mpuangnan, K. N, Govender, S., & Mhlongo, H. R. (2024). Approaches to Integrating Entrepreneurial Education
into School Curriculum. Journal of Economics Education and Entrepreneurship, 5(2), 119-138.
https://doi.org/10.20527/jee.v5i2.10360

1. INTRODUCTION
In the past, entrepreneurship was predominantly studied within the realm of business studies,
focusing on equipping individuals with the tools and expertise to excel in their enterprises.
Journal homepage: https://ppjp.ulm.ac.id/journals/index.php/jee
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ISSN: 2746-5438  120

Recognizing the significance of interdisciplinary approaches to tackling challenges, there is

now a call for a transformation in entrepreneurship education (Warhuus et al., 2017). In recent
times, there has been a significant shift in the research focus towards entrepreneurship in
education (Dick-Segoe et al., 2023). Through entrepreneurship, nations can effectively address
pressing societal challenges by offering solutions, improving resource accessibility, and
fostering inclusivity (Samwick, 2022). This is because entrepreneurial activities hold the
potential to uplift marginalized communities and contribute to broader societal progress.
Entrepreneurs often reinvest in their communities through diverse Corporate Social
Responsibility (CSR) initiatives (Nieminen & Hytti, 2016). These initiatives encompass
support for local causes, educational advancements, healthcare provisions, and infrastructural
development. Their support significantly enhances the community's overall well-being and
contributes to its growth and prosperity. Arruti & Paños-Castro (2020) agree that successful
entrepreneurs generate wealth not only for themselves but also for their stakeholders. This
wealth distribution in the society is often through their philanthropic contributions, tax
contributions, and job creation and employability. This means entrepreneurs are attracted to
redirecting wealth into the community thereby contributing to equitable distribution of
resources and impacting positively on societal welfare.
This profound impact of entrepreneurship has traditionally been felt across all
disciplines. This is largely due to the growing unemployment rate in the world, particularly in
developing countries. This noticeable and worrisome pattern has caused economic hardship
stifling the growth and development of the youth. The rise of economic hardship has also been
a source of distress for parents who had invested substantial resources in educating their
children, and nurturing dreams of economic upliftment for their families through secure
employment. To effectively address this pressing issue of unemployment demands a
comprehensive approach, with a crucial element being the integration of entrepreneurial
education throughout educational settings (Sorana, 2023). This paradigm shift in education can
equip individuals with the skills and mindset needed to navigate the evolving job market and
potentially create their own opportunities, thus reshaping the path of socioeconomic progress.
Justin et al. (2018) argue that entrepreneurial mindsets play a more prominent role in driving
GDP per capita growth within high-income nations compared to economies categorized as
middle or low-income. This affirms that cultivating the youth’s mindset and approach towards
entrepreneurship holds paramount importance. It entails nurturing qualities such as creativity,
innovation, willingness to take risks, resilience, determination, and a proactive problem-solving
attitude (Saadat, et al., 2022). This fosters a constructive perspective on failures, empowering
individuals to acquire practical skills and capabilities for entrepreneurial endeavours.
Future entrepreneurs must be prepared to thrive in the competitive global market.
Learners at school need to be equipped with entrepreneurial skills and mindsets from a young
age (Mittal & Raghuvaran, 2021; Rodriguez, et al., 2020). However, little is said about the
introduction of entrepreneurial intentions to learners within schools in this 21st century
(Papendieck & Hughes, 2022; Strimel et al., 2019). This suggests that entrepreneurship is not
sufficiently integrated into the standard school curriculum as the deficiency is hindered by
inappropriate teaching methodologies employed by educators (Bosman, et al., 2023; Blaz
Zupan, et al., 2018). Therefore, questions arise as to how an entrepreneurial mindset among
learners can be promoted in school. And how far have pedagogical approaches improved
entrepreneurship in schools? To provide appropriate answers to these questions, the researchers
seek to conduct this study. Also, the study aims to provide teachers with strategies to impart
knowledge, foster attitudes, and develop essential abilities for entrepreneurial success in
schools. Learners must gain a foundational understanding of entrepreneurship, encompassing
knowledge about business models, market analysis, financial management, marketing

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strategies, and other fundamental aspects which are essential for initiating and managing a
successful business (Maria, Lasse, & Hannes, 2022).
The study was guided by the principles of Human Capital Theory (HCT), which
underscores the economic worth of human skills, knowledge, and capabilities as pivotal factors
determining individual and societal success. This theory originated in the 1950s and 1960s
through the works of economists Gary Becker and Theodore Schultz (Melton, 1965),
highlighting the value of education, training, and health as investments in individuals. These
investments are believed to enhance productivity, earnings, and overall economic development.
The core principle of the HCT posits that individuals can augment their market value and
contribute more effectively to the economy by investing in education and skill development
(Gillies, 2017). Formal education, vocational training, on-the-job learning, and efforts to
improve health are all viewed as investments in human capital, expected to yield returns in the
form of higher wages, better job prospects, and improved living standards.
HCT argues for a shift in perspective, advocating that education and training should be
viewed as investments rather than mere consumption (Fitzsimons, 2015). Individuals dedicate
their time, effort, and resources to acquire knowledge and skills, foreseeing benefits in the
future. Employers also invest in training their workforce, anticipating enhanced productivity
and competitiveness. Sweetland (1996) adds that societies embracing HCT tend to prioritize
policies and initiatives aimed at enhancing education systems, providing skill development
opportunities, and improving healthcare. Governments, employers, and individuals are
encouraged to invest in education and training programs to nurture a skilled and productive
workforce. Nevertheless, critics contend that HCT may oversimplify the details of education
and the labour market (Marginson, 2019). Criticisms also include methodological weaknesses,
unequal access to education, and the limitations of reducing human potential to a purely
economic perspective. Despite these criticisms, HCT remains a foundational concept in
economics and policy, shaping discussions on education, workforce development, and
economic growth (Gillies, 2017; Sweetland,1996). Consequently, the researchers chose to
employ this theory as the conceptual framework for the current study.

2. METHOD
This study was conducted by using a systematic literature review (SLR). Therefore, the
researchers followed the SLR guidelines outlined by Keele et al. (2007) to attain the result.
Such guidelines involve three stages including planning, conducting, and reporting. In the
planning stage, the researchers thoroughly assessed the need for an SLR, meticulously
formulating precise research questions and creating a carefully crafted review protocol. This
protocol underwent a thorough development and critical evaluation to ensure its effectiveness.
Transitioning to the second stage, the researchers meticulously executed the review by
identifying pertinent research materials, implementing a rigorous study selection process, and
conducting a thorough assessment of the chosen studies' quality. Additionally, data extraction
and synthesis were carried out to effectively summarize and integrate the gathered information.
In the final phase, the researchers focused on presenting the findings of the review. This stage
involved the compilation and presentation of research outcomes derived from the systematic
approach used throughout the entire process, culminating in a comprehensive and insightful
analysis.
2.1 Review Planning Stage

During this stage, the researchers undertook crucial steps to prepare for the review. The process
commenced by formulating research questions and crafting a comprehensive review protocol.

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This protocol entailed organizing specific search terms into categories. The first category
focused on instilling an entrepreneurial mindset in learners, encompassing search terms such as
fostering an innovative classroom environment, emphasizing values like persistence and
resilience, and promoting a proactive approach to problem-solving. The second category
explored pedagogical strategies for enhancing entrepreneurship in educational settings,
featuring search terms like hands-on learning and experiential activities, role-playing, business
simulation games, engaging guest speakers and industry experts, and fostering creativity and
innovation.
Moreover, the researchers thoughtfully curated a selection of journals from publishers,
including Sage, Taylor & Francis, Emirate, and Springer, covering publications from 1965 to
2023. The choice of these publishers was predicated on their expansive coverage of scholarly
literature, as recognized in prior studies (Li & Ma, 2019; Harzing & Alakangas, 2016; Burnham,
2006). In addition to delineating search parameters, the researchers established explicit
selection criteria to guide their article selection process. The ensuing criteria are outlined below.
2.2 Inclusion Criteria
1. Empirical studies, including research and conceptual articles, contribute to the theme.
2. Publications that align with the primary theme of incorporating entrepreneurial education
into the school curriculum, emphasizing strategies to infuse entrepreneurial thinking and
skills into the learning environment.
2.3 Exclusion Criteria
1. Articles primarily centred on entrepreneurship outside the context of school education.
2. Studies not aligned with the central theme.
3. Publications from journals lack academic rigour or credibility.
The researchers carefully organized the review process using the outlined steps as a
guide. Greater care was taken in selecting articles that aligned precisely with the predetermined
research themes and sub-themes.
2.4 Conducting the Review
The researchers initially collected a pool of 183 articles. After eliminating 35 unrelated entries,
they were left with 148 unique articles. A rigorous evaluation was then conducted, considering
alignment with research questions, and assessing journal credibility. This process led to the
exclusion of 51 articles which were focused on higher education resulting in a set of 97 articles.
During the subsequent stage, a meticulous review of introductions and conclusions led to the
identification of 29 duplicated articles which were consequently excluded from consideration.
Ultimately, the researchers arrived at a final selection of 68 articles, detailed in Table 1.
Table 1: Articles Selected for the Study
Articles Articles Excluded
Publishers Included First Rejected Second Rejected Duplicated Total
Articles Articles Articles
Sage 19 8 11 8 46
Taylor & Francis 23 14 17 11 65
Emirate 15 18 14 6 53
Springer 11 13 9 4 37
Total 68 35 51 29 183

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3. RESULTS AND DISCUSSION

3.1. Result
The results of this study are presented under two themes. The first theme is about promoting
entrepreneurial mindset among learners while the second theme is pedagogical approaches to
enhancing entrepreneurship in schools. The details of the findings are presented as follows.
3.1.1 Promoting Entrepreneurial Mindset among Learners
Promoting an entrepreneurial mindset urges individuals to approach situations with
innovation, take calculated risks, and view challenges as opportunities for personal and
professional growth (Daniele Battaglia, et al., 2022). This perspective encourages a proactive
approach to problem-solving and cultivates a mindset that uncovers potential in every
circumstance. This mentality is valuable not just for those aspiring to start their businesses but
also for professionals in various domains, enabling them to thrive in a rapidly evolving and
competitive job market. Instilling an entrepreneurial mindset in students involves prompting
them to recognize problems or inefficiencies in their surroundings and brainstorm creative
solutions (Ari Saptono et al., 2020). For instance, a group of students identifying a waste
management issue in their school could propose a recycling program, showcasing
entrepreneurial qualities such as identifying a market need and devising a viable solution.
Figure 1 below illustrates the distribution of articles across different sub-themes that focus on
nurturing an entrepreneurial mindset among school learners.

Figure 1: Approaches to Promoting Entrepreneurial Mindset among School Learners

3.1.2 Pedagogical Approaches to Enhancing Entrepreneurship in Schools
Promoting entrepreneurship education in schools is critical for arming learners with
indispensable skills and mindsets necessary for fostering innovation, tackling challenges, and
establishing their ventures (Bolzani & Luppi, 2021). These competencies empower them to
excel in a fiercely competitive global economy and make meaningful contributions to society
by pioneering innovative endeavours and embracing sustainable practices. Recognizing the
pivotal role of instilling entrepreneurial aptitudes in learners, educators must adeptly convey
knowledge and abilities using interactive, hands-on methods (Joensuu-Salo, et al., 2021; Balan,
Maritz, & McKinlay, 2018). Figure 2 presents the allocation of articles across various sub-

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themes, underscoring pedagogical strategies aimed at enriching entrepreneurship within

educational settings.

Figure 2: Pedagogical Approaches to Enhancing Entrepreneurial Education School

3.2. Discussion
The discussion of results was structured around two overarching themes. The first theme is
about promoting an entrepreneurial mindset among students, while the subsequent theme
encompassed diverse pedagogical approaches aimed at amplifying entrepreneurship within
educational settings. Within these broad themes, several pertinent sub-themes surfaced and are
elaborated upon as follows.

3.2.1 Promoting Entrepreneurial Mindset among Learners

The goal of this broad theme is to nurture a mindset that views obstacles as chances for growth,
promotes ongoing learning, and enables students to generate and put into action their ideas, be
it in business endeavours or in various aspects of life. The strategies that can be used to achieve
this goal are elaborated as follows.

3.2.1. Ensuring Innovative Classroom Environment

Promoting an entrepreneurial mindset among learners can be facilitated through the creation of
an innovative classroom environment, as noted in the work of French, Imms, and Mahat (2020).
Building such an environment involves careful attention to several essential aspects. One of
these critical elements involves nurturing a culture of curiosity and experimentation among
students. This can be achieved by educators establishing an inclusive and open atmosphere in
the classroom, where students feel comfortable expressing their thoughts and ideas without the
fear of judgment. When students feel supported and secure, their natural curiosity is stimulated,
leading them to ask questions, delve into diverse topics beyond the set curriculum, and
experiment with various problem-solving approaches. Fatma and Banu (2022) concur that
encouraging students to pose questions is vital in fostering their curiosity. When questions are
welcomed and addressed constructively, students feel empowered to explore subjects that
captivate their interest in greater depth. According to Elizabeth, Welsh, and Slack (2023),
teachers can also direct students to investigate topics that align with their interests, enabling a
personalized and captivating learning experience. For example, a science teacher might
encourage students to create and conduct their experiments, thereby promoting a sense of
ownership and creativity. This hands-on approach nurtures curiosity, improves critical thinking
skills, and instils a genuine passion for learning.
Another approach to ensuring an innovative classroom is through integrating
technology into teaching and learning (Wu et al., 2022). Technology offers a multitude of

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opportunities to enrich the learning process, rendering it more interactive, captivating, and
easily accessible (Jennifer, et al., 2020). Educators can harness a range of digital tools and
platforms to facilitate collaborative learning, enabling students to collaborate with peers,
exchange ideas, and collectively engage in projects. Also, the integration of technology
empowers students to tap into a vast repository of knowledge, promoting self-driven research
and self-guided learning (Wang, 2022). With the aid of the internet and digital platforms,
students can explore diverse industries, market trends, and the success stories of entrepreneurs,
which serve as inspiration for generating innovative ideas. For example, students can utilize
online databases, attend webinars, and participate in virtual mentorship programs to deepen
their understanding of entrepreneurial principles and practices. Additionally, resources such as
3D printers, programming languages, and design software provide students with the means to
prototype and refine their concepts, encouraging hands-on experiential learning (Amegbanu, &
Mpuangnan, 2023). Through these technological avenues, students can cultivate critical
thinking, hone their problem-solving skills, and develop a proactive mindset essential for
entrepreneurship.
In addition, fostering a culture of self-directed learning is crucial for nurturing
innovation (Chen, et al., 2022). As students are encouraged to seize the opportunity to take
charge of their learning experiences, they will be empowered to embrace responsibility for their
education, establish goals, and explore their unique passions and interests (Chiu et al., 2023).
In this regard, teachers play a pivotal role in guiding and supporting students. They guide
learners through self-directed learning by setting achievable objectives and developing
effective strategies to attain them. According to Ken-Zen (2020), self-directed learning instils
essential qualities like initiative, critical thinking, and problem-solving abilities, which are
foundational for cultivating an innovative mindset that transcends the boundaries of traditional
classroom learning and extends into the broader world. The freedom to guide their learning
empowers individuals to explore subjects that captivate their curiosity, stimulating creative and
critical thinking. For example, envision a budding entrepreneur deeply invested in sustainable
technology. Through self-directed learning, they can immerse themselves in areas such as
renewable energy, gain knowledge about emerging technologies, and brainstorm inventive
solutions, ultimately contributing to their journey towards innovation.

3.2.3 Instilling the Values of Persistence and Resilience

Fostering an entrepreneurial mindset through persistence entails creating an environment that
values tenacity, embraces learning from setbacks, adapts to change, sets, and attains goals,
initiates action, displays grit, and manages time efficiently (Saparuddin et al., 2021). These
attributes empower learners to cultivate the necessary mindset for success in entrepreneurial
endeavours and surmount challenges on their journey. Charlotte and Stephanie (2022) assert
that a growth mindset nurtures resilience, adaptability, and a drive to innovate and enhance. In
the face of obstacles, those with a growth mindset perceive them as opportunities for growth,
adaptation, and eventual triumph. Imagine a budding entrepreneur whose initial startup faced
failure. Instead of conceding defeat, they analyse the failures, seek feedback, acquire new skills,
and apply these insights to their subsequent venture. This resilience and ability to bounce back
stem from their belief in continuous improvement and the understanding that setbacks are
steppingstones toward success.
Another significant role of educators in promoting resilience is to inspire learners to
regard failures as valuable learning experiences and to persevere through setbacks (Costin et
al., 2022). Guiding learners to establish clear, attainable objectives and steadily work towards
them stands as a fundamental strategy. For example, a learner with aspirations to establish a
social enterprise dedicated to providing educational resources to underserved communities

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should be encouraged to review this ambitious objective into smaller, achievable tasks. through
consistently progressing towards these objectives, they will eventually establish a successful
nonprofit organization, illustrating the transformative potential of an entrepreneurial mindset
nurtured through persistence. As they continue showcasing their success stories and
underscoring the significance of persistence, ultimately the values and qualities for
entrepreneurial success in the upcoming leaders of society will be enforced. Additionally,
educators can acknowledge and praise students for their effort, strategy, and perseverance,
shifting the focus from mere achievements and motivating students to take risks, experiment
with innovative ideas, and perceive failures as valuable learning opportunities (Harima,
Kroczak, & Repnik, 2021).

3.2.4 Proactive Approach to Problem-Solving

Entrepreneurial thinking entails proactively identifying and addressing challenges or
opportunities by being innovative and resourceful. Schools play a vital role in nurturing this
proactive problem-solving approach in learners by fostering essential entrepreneurial traits and
skills (Hui-Zhong & Hongzhi Yang, 2023). Schools are noted for encouraging collaboration
and teamwork among learners. Warhuus et al. (2017) argue that entrepreneurs often collaborate
with diverse teams to tackle complex challenges. In a school setting, promoting collaborative
problem-solving allows students to appreciate various viewpoints and tap into collective
creativity. Colleen et al. (2020) affirm that collaboration is pivotal in entrepreneurship, as
success frequently hinges on forming effective partnerships and leveraging diverse skill sets.
For instance, a learner adept in technology could collaborate with a peer skilled in marketing
to create and promote a new app. The technologically inclined student might focus on coding
and product development, while the marketing-savvy student handles market research,
branding, and user acquisition strategies. This collaboration maximizes efficiency, ensuring
both the product and its outreach maintain high quality. As noted by Ka Ho & Jin (2020),
diverse backgrounds and ideas can lead to innovative solutions, expanding the potential impact
of entrepreneurial endeavours.
Integrating entrepreneurship-related topics, activities, or projects into the curriculum is
instrumental in cultivating an entrepreneurial mindset (Kaya-Capocci et al., 2022). This
integration can involve subjects like business studies, economics, or even incorporating
entrepreneurial concepts into science, arts, or social studies. For example, in business studies
and economics classes, learners can learn to create business plans for hypothetical ventures,
analyse market trends, conduct competitor research, and outline financial projections. In
science classes, learners might engage in product innovation and development, exploring
sustainable solutions to environmental challenges, such as devising eco-friendly products or
services (Grooters et al., 2023). Likewise, in arts and humanities, learners can delve into the
entrepreneurial aspects of creative industries, like graphic design, music, or filmmaking,
learning about branding, intellectual property rights, marketing, and funding. These approaches
infuse an entrepreneurial spirit, nurturing future leaders and change-makers who are driven to
make a difference in the world.
Establishing clubs or groups focused on entrepreneurship within the school is another
proactive approach to cultivating an entrepreneurial mindset and promoting business acumen
among learners (Pittaway, 2011). These groups provide a platform for learners to engage in
activities that enhance their understanding of entrepreneurship, encourage innovation, and
develop essential business skills. According to Edwards (2001), one of the primary benefits of
these entrepreneurship-focused clubs or groups is the opportunity for learners to organize
workshops, seminars, and events related to entrepreneurship. For example, an entrepreneurship
club might arrange a networking event where successful alumni who have started their

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businesses share their journeys and offer advice to aspiring young entrepreneurs. This
interaction can inspire and motivate students to pursue their entrepreneurial aspirations with
confidence.

3.2.5 Guest Speakers and Industry Experts

Guest speakers and industry experts are invaluable assets for instilling an entrepreneurial
mindset among learners. Inviting these resourceful individuals to schools offers a unique
opportunity to impart real-world insights, experiences, and knowledge, enriching students'
comprehension of entrepreneurship (Riebe et al., 2013). This engagement effectively connects
theoretical learning with practical application, motivating and preparing the upcoming
generation of entrepreneurs. Hearing firsthand stories of the challenges and triumphs in
launching and managing a business inspires and emboldens students to pursue their
entrepreneurial aspirations (Emblen-Perry, 2023). For example, a successful local entrepreneur
could share their journey with learners, shedding light on their business inception, obstacles
faced, and strategies employed for overcoming them. This personal account humanizes
entrepreneurship, demystifying the process for students.
Moreover, guest speakers and industry experts can double as mentors, offering
invaluable guidance and advice to learners venturing into entrepreneurship (Borden, 2017).
Their mentorship aids learners in refining business ideas, crafting effective business plans, and
understanding the nuances of their target markets (Manimala & Thomas, 2017). Through
establishing mentorship programs, educators foster enduring relationships between learners and
industry professionals, enhancing the learners' entrepreneurial skill set and boosting their
confidence. These nurtured connections can evolve into lasting relationships, benefiting
learners throughout their entrepreneurial journey through continuous advice, collaboration
opportunities, and potential partnerships (Linton & Klinton, 2019).
Furthermore, guest speakers and industry experts enrich the educational experience by
bringing real-world perspectives and practical insights into the classroom (Justin, 2022). They
are often invited to facilitate interactive sessions and workshops, encouraging learners to
actively engage, ask questions, and participate in meaningful discussions. For instance, a guest
speaker might conduct a workshop on marketing strategies, prompting learners to engage in
brainstorming sessions and formulate marketing plans for hypothetical products or services.
This interactive approach cultivates critical thinking, problem-solving skills, and effective
communication abilities (Ismail & Sawang, 2020). Their actionable advice significantly shapes
learners' career paths by offering practical tips, career guidance, and suggestions for
professional development. Bridging the gap between academic theory and practical application,
this guidance helps students set achievable goals and comprehend the valued skills and qualities
essential for success in their chosen fields.

3.2.6 Pedagogical Approaches to Enhancing Entrepreneurship in Schools

This broad thematic area embraces personalized teaching techniques, activities, and curriculum
designs crafted to nurture creativity, critical thinking, problem-solving skills, and a proactive
approach to innovation and business growth. To achieve this aim, the following approaches
were found in the literature.

3.2.7 Hands-on Learning and Experiential Activities

The integration of experiential activities and practical learning into entrepreneurship education
within schools offers a powerful means to deepen learners' comprehension and application of
entrepreneurial principles and competencies (Woolfolk-Ruiz & Acosta-Alvarado, 2016). A

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particularly effective method to achieve this is using simulated business ventures (Chernikova
et al., 2020). Teachers can organize learners into groups and assign them a specific business
idea or industry. Each group is then tasked with developing a comprehensive business plan,
conducting thorough market research, formulating marketing strategies, and even simulating
financial transactions. For instance, learners might engage in simulating the operation of a small
café, making decisions regarding the menu, pricing strategies, and marketing approaches. This
hands-on approach provides students with a practical understanding of the multifaceted
decision-making processes inherent in real-world business scenarios.
Moreover, creating entrepreneurial challenges or competitions within the school
environment fosters a competitive yet supportive atmosphere for learners (Caroline & Steven,
2020). These challenges prompt learners to generate and present their business concepts,
including developing business plans, financial projections, and marketing strategies. Such
events encourage learners to exhibit their innovative ideas, problem-solving abilities, and
business acumen within a competitive yet encouraging framework. Aligning with Chan,
Cheung, and Chan (2020), the competitive aspect motivates participants to strive for excellence
and push their creative boundaries to craft inventive solutions. Additionally, the supportive
environment established by these challenges provides a platform for learners to learn from one
another, collaborate, and receive constructive feedback from mentors and judges. This dynamic
approach fosters growth and improvement (Baanqud et al., 2020), promoting an entrepreneurial
spirit, teamwork, resilience, and a sense of community and camaraderie within the school
setting.
The implementation of miniature entrepreneurial projects equips learners with hands-
on experiences in product development, marketing, and sales (Mark, 2007). This helps them to
operate in teams, identify problems or opportunities, create products or services to address
them, and subsequently construct marketing plans to promote their offerings. According to
Grebitus and Bruhn (2011), miniature entrepreneurial projects are marketing plans that
encompass critical elements such as market research, analysis of the target audience, branding
strategies, promotional tactics, pricing models, and distribution channels. This hands-on
learning approach allows learners to grasp fundamental aspects of product development and
marketing while refining their teamwork, critical thinking, and problem-solving abilities. These
experiences effectively prepare them for the challenges they will encounter in their professional
lives. In this context, the teacher's role revolves around guiding, facilitating, supporting, and
assessing the team-based learning process (Sanger, 2020), to ensure learners attain the intended
learning outcomes and cultivate vital collaboration and problem-solving skills.

3.2.8 Role-Playing
Role-playing is a powerful pedagogical tool that can be effectively utilized by teachers to teach
entrepreneurship in schools (Neck, et al., 2022). This approach allows learners to actively
participate in immersive, real-life scenarios where they assume various roles, make decisions
and witness the consequences of their actions (Brown & Vaughn, 2009). For instance, when
exploring sustainable business ideas, a classroom might be transformed into a dynamic space
where teams take on roles such as sustainable product developers, environmental activists,
government regulators, and consumers (Driskell, et al., 2017). This collaborative environment
enables learners to negotiate and innovate, aiming to design a product or service that aligns with
economic viability and environmental responsibility. Through this hands-on exercise, learners
comprehend the crucial role sustainability plays in entrepreneurship and learn to strike a balance
between social, environmental, and economic considerations in their business decisions.
Furthermore, educators can design activities mirroring different stages of
entrepreneurship, from idea generation to business implementation and growth (Kirkley, 2017).

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For example, learners can be organized into teams and assigned distinct roles like founders,
investors, marketers, and product developers. Each team would be responsible for conceiving
a business idea, formulating a comprehensive business plan, and presenting it to "investors"
(peers or teachers) for potential funding. The implementation phase can encompass prototyping,
pitching to "investors" (classmates or teachers), and adjusting strategies based on feedback
received. In simulating growth and sustainability, learners may engage in scaling strategies,
financial management simulations, and adaptive decision-making exercises. These activities
simulate the challenges and successes experienced while managing a growing business,
allowing students to develop practical entrepreneurial skills and a deeper understanding of the
entrepreneurial process and mindset, as emphasized by Joensuu-Salo, et al., (2021).

3.2.9 Business Simulation Games

Business simulation games serve as dynamic and immersive educational platforms, effectively
cultivating entrepreneurship skills among learners within a scholastic setting. As evidenced by
Zulfiqar et al. (2019), these interactive tools provide learners with practical, hands-on
experiences, enabling a comprehensive grasp of fundamental business concepts and strategies.
Illustrative examples of such games, as outlined by Fox, Pittaway, and Uzuegbunam (2018),
include RimWorld, Skylines, Farm Simulator Series, and Transport Tycoon Deluxe (Fox,
Pittaway, & Uzuegbunam, 2018). These games simulate real-world business scenarios,
allowing students to make decisions, analyse outcomes, and learn from their experiences in a
risk-free environment. The details of the games are as follows.
Rim World, a strategic simulation game released in 2018, plunges players into the role
of managing a group of stranded survivors on an unfamiliar alien planet (Tynan, 2018). The
fundamental objective revolves around establishing and maintaining a functional colony by
skillfully overseeing resource management, constructing, and expanding structures, conducting
research, and ensuring the well-being of the colonists. The challenges within the game span
environmental hazards, encounters with wildlife, and conflicts with hostile factions.
Importantly, the game dynamically generates events and narratives, presenting moral dilemmas
and unexpected circumstances, demanding strategic decision-making and adaptability from the
player. Harnessing the immersive environment of RimWorld, educators can utilize this game
as a valuable tool for teaching entrepreneurship in schools (John et al., 2020). Placing learners
in the shoes of the stranded colonists, the game necessitates the establishment of a colony,
meticulous resource management, and adept navigation of challenges. This opens a unique
opportunity for educators to integrate RimWorld into the curriculum, allowing learners to play
the game and subsequently analyse their gameplay from an entrepreneurial perspective. For
example, learners may be assigned tasks within the game that mirror the process of developing
and implementing a business plan. They must grapple with decisions concerning resource
allocation, risk assessment, and workforce management to sustain and grow their virtual colony.
The game becomes a canvas where they can apply entrepreneurial principles such as
opportunity recognition, innovation, risk management, and adaptability in real-time. Moreover,
learners can engage in discussions and reflections, sharing insights into the challenges they
faced, the successes they achieved, and the entrepreneurial strategies they applied during their
gameplay. This exercise not only makes learning engaging and interactive but also provides a
practical understanding of entrepreneurship through the lens of a captivating virtual world.
Skylines, a city-building simulation game released in 2015, offers a unique platform for
players to immerse themselves in the role of city planners, engaging in critical decision-making
processes regarding urban development, resource allocation, and economic management
(Colossal, 2015). From initially designating a plot of land, players strategically plan and
enhance the city's infrastructure while zoning areas for residential, commercial, and industrial

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purposes. Remarkably, the principles embedded within this game resonate with the domain of
entrepreneurship, offering valuable lessons for students seeking to comprehend the multifaceted
facets of business operations (Bradley, 2023). Drawing parallels to entrepreneurship,
"Skylines" becomes an effective tool to introduce learners to the fundamental concept of
resource management (Bradley, 2023). Through the experiences gained from this game,
learners can grasp the art of allocating scarce resources efficiently to optimize output and
profitability within their virtual city, mirroring the challenges faced when initiating and
managing a business venture (Yang, 2012). For instance, they can draw correlations between
managing finances, employees, and assets in the game and the real-world requirements of
starting and sustaining a business. The dynamics of balancing expenses and revenue within the
game directly translate to an understanding of the financial intricacies inherent in running a
business. Moreover, "Skylines" can effectively simulate real-world entrepreneurial challenges,
such as risk management and decision-making (Bradley, 2023). Learners encounter scenarios
in the game where they must make crucial decisions like investing in new infrastructure, finding
the right balance between residential and commercial areas, and dealing with natural disasters.
These decisions closely mirror the choices entrepreneurs make in their pursuit of business
growth, highlighting the significance of evaluating risks and benefits. Engaging in discussions
and reflections on these simulated scenarios enables students to cultivate critical thinking and
strategic planning skills, essential for success in both the virtual world of "Skylines" and the
real world of entrepreneurship.
The Farm Simulator Series, launched in 2008, has gained significant popularity as a
video game offering a virtual farming experience. Players assume the role of a virtual farmer,
tasked with overseeing and expanding their agricultural domain (Laurens, 2021). The game
encompasses a range of activities, including planting and harvesting crops, tending to livestock,
handling finances, and operating a variety of farm machinery. Commencing with a modest farm,
players progressively cultivate their land, invest in equipment, and sell produce to generate
profits. Capitalizing on this platform for educational purposes presents a valuable opportunity
to impart practical knowledge to students, covering entrepreneurship, financial management,
strategic decision-making, and resource allocation. The Farm Simulator Series can be employed
by educators to introduce learners to the essentials of entrepreneurship (Vlachopoulos, &
Makri, 2017). Learners may explore fundamental concepts, including commencing and running
a business, managing resources, responding to market demands, and strategically expanding
their virtual farm into a prosperous enterprise. They may further gain insights into pivotal
aspects of entrepreneurship, such as planning, budgeting, and setting objectives to foster
sustainable growth. Teachers can design assignments that involve learners playing the game
and setting specific goals, such as increasing profits by a designated percentage or expanding
their farm's operations within a given timeframe. In this interactive approach, learners are
required to analyse market trends, manage their budgets, decide on investments in crops or
livestock, and formulate optimal strategies to attain their objectives. This hands-on experience
enables learners to comprehend the obstacles and benefits of entrepreneurship within a
simulated, risk-free environment.
Transport Tycoon Deluxe, a simulation game crafted by Chris Sawyer in 1994 (Bennett,
1995), stands as a timeless masterpiece in the gaming world. The primary objective within this
virtual world is to construct and oversee a thriving transportation field (Ncube, 2010). At the
outset, players select a prime headquarters location and commence establishing extensive
transportation networks utilizing an array of modes, including roads, railways, ships, and
aeroplanes. The aim is to efficiently transport goods and passengers, yielding profits to bolster
infrastructure and enhance services. Critical strategies encompass financial management, route
optimization, technological investment, and adaptability to dynamic market demands. The

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game's essence lies in harmonizing costs, ensuring a dependable transport system, and skillfully
outmaneuvering competitors to ascend and foster a lucrative transportation domain. Beyond its
gaming allure, Transport Tycoon Deluxe also serves as an educational tool, offering a platform
for budding entrepreneurs to grasp fundamental business concepts (Cohen, 2005). Educators
can harness this game to guide students in comprehending business planning, judicious resource
allocation, and astute market analysis. By immersing in the game's world, learners can create a
comprehensive business plan, delineating their goals, strategies, and target demographics. This
inventive exercise galvanizes critical thinking, enabling students to navigate the multifaceted
realms of initiating and managing a business. Furthermore, integrating classroom discussions
and assignments rooted in the game amplifies the learning experience. Teachers can compose
group dialogues where learners dissect their strategies, achievements, and setbacks within the
game. Augmenting this with reflective essays that prompt learners to correlate their in-game
experiences with entrepreneurial tenets enhances their capacity for introspection. These
pedagogical activities cultivate a culture of reflection, encouraging learners to discern patterns,
adapt strategies, and embrace a growth-oriented mindset in both the game and real-life
entrepreneurial endeavours.

3.2.10 Encourage Creativity and Innovation

Emphasizing creativity and innovation within the framework of entrepreneurial education in
schools has the potential to profoundly enrich the learning journey for learners, equipping them
with invaluable skills essential for navigating the contemporary world (Imam et al., 2021).
Central to this transformative process are teachers, who serve as catalysts in cultivating
creativity and innovation among learners by fostering an environment conducive to
experimentation, critical thinking, problem-solving, and an entrepreneurial mindset (Ayob,
Hussain, & Majid, 2013). With the incorporation of inventive teaching methods and strategies,
educators can effectively captivate learners with entrepreneurial concepts (Astuti, Waluya &
Asikin, 2020). Rather than resorting to conventional lectures, teachers should develop
interactive workshops, simulations, and role-playing activities that challenge learners to think
outside the box and devise innovative solutions. For instance, learners might be tasked with
conceiving a sustainable and ingenious remedy to diminish plastic waste within their
community. Through group work, brainstorming sessions, market research, and the
development of comprehensive business plans, learners will be encouraged to infuse creativity
and innovation into addressing pressing environmental concerns (Benson, Gregory & Chau,
2022).
The integration of project-based learning (PBL) offers learners an avenue to put
entrepreneurial theories and principles into practical, hands-on application (Almulla, 2020).
Within a project-based learning setting, learners can be empowered to take charge of their
projects (Meng et al., 2023). They establish objectives, strategize, execute plans, and evaluate
their progress, instilling a sense of responsibility and accountability—qualities paramount for
aspiring entrepreneurs. Morrison et al. (2021) suggest that teachers can design projects
requiring learners to initiate and oversee a fictional business, necessitating decisions
encompassing marketing, finance, operations, and strategy. The role of the teacher is to guide
learners in structuring and developing their projects, providing insights into methodologies,
research, and problem-solving approaches (Chia-Chi & Li, 2021). This interactive approach
kindles creativity and innovation, allowing learners to experiment with diverse methodologies
and derive valuable lessons from both their triumphs and setbacks.

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4. CONCLUSION
Integrating entrepreneurial education into the school curriculum is an essential and
transformative step in equipping the youth with the skills and mindset needed to thrive in an
ever-evolving global economy. Emphasizing pedagogical strategies like project-based learning
provides learners with hands-on experiences, encouraging them to think critically, collaborate,
and innovate. Experiential learning allows learners to directly engage with entrepreneurial
concepts, fostering practical knowledge and adaptability. Furthermore, expert initiatives enable
mentorship and guidance from professionals, providing invaluable insights into the
entrepreneurial world. Business simulation games and role-play create immersive environments
where learners can apply theoretical knowledge in real-world scenarios, honing their decision-
making and strategic thinking abilities. Empowering teachers with the necessary competencies
and insights will enable them to effectively deliver impactful entrepreneurial education, thereby
furthering the principles of the HCT and preparing the youth for a prosperous and progressive
future.
It can further be established that by infusing entrepreneurial skills and knowledge early
stage, learners can develop a proactive approach, enabling them to identify opportunities,
navigate challenges, and pursue innovative solutions. This proactive outlook encourages
resilience in the face of setbacks, cultivating a mindset that views failures as learning
experiences and motivators for improvement. Moreover, nurturing traits like innovation and
adept problem-solving enhance their ability to address societal issues and contribute positively
to the community. Ultimately, this study will amplify opportunities for personal advancement
and instil a sense of responsibility and determination to address societal challenges, contributing
to a more prosperous and progressive world. In this context, it can be recommended that the
Ministry of Education should develop tailored training programs and workshops aimed at
empowering educators with the essential competencies and insights to deliver impactful
entrepreneurial education.

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