An Exploration of Two Entrepreneurship Education Programs Delivered to Secondary School Students and Their Impact on Student Self-Efficacy

Stakeholders’ role in entrepreneurship education and training programmes with impacts on regional development

Impact of entrepreneurship activities on nation building and its catalyst effect to the socio-economic development have been well-discussed topics. Governments initiated various interventions and programmes to foster entrepreneurial endeavours. Concurrently, academia also started designing and delivering structured long duration entrepreneurship education programmes targeted at young students. These days, business schools from across the world offer an array of entrepreneurship modules and programmes. The entrepreneurship modules and programmes witnessed evolution with entrepreneurship first as an elective course; added by more courses; further as concentration area; and finally as a long duration programme. In its essence, entrepreneurship education is complex due to multi-disciplinary approach; challenges of curriculum design and delivery; and issues and challenges of pedagogical tools. Dearth of entrepreneurship educators further contributes to the challenges. With the propagation of Indian academia offering entrepreneurship education programmes, current challenges confronting entrepreneurship education need to be examined. This paper endeavours to identify and classify challenges, issues, themes and different models of entrepreneurship education. Further, it revolves around, current practices of entrepreneurship education and ways to address challenges and issues of entrepreneurship education.

PurposeThis study aims to understand how entrepreneurship education and training programmes (EETPs) influence the development of entrepreneurial competencies and creation of business ventures.Design/methodology/approachThe study included a questionnaire distributed to 103 EETP participants. The data were processed using SmartPLS software to construct a structural equation model.FindingsThe results show, first, that the respondents’ motivations have a positive impact on participation in entrepreneurship education programmes and company creation. Second, participation in these programmes positively influences individual entrepreneurial orientation and entrepreneurial skills. The findings also include that the entrepreneurship education programme under study has strengthened its participants’ capacities and competencies, making these people more autonomous and facilitating their creation of new businesses.Originality/valueThis study sought to contribute to a fuller empirical understanding of how EETPs affect their participants’ individual entrepreneurship orientation and capacities (human resource development), thereby fostering company formation and regional development. Theoretical and practical implications are presented, with an emphasis on what needs to be done to improve EETPs.

Purpose– The purpose of this paper is to explore the synergies, similarities and differences between entrepreneurship and innovation education and training programs, with the aim of challenging the context of such programs.Design/methodology/approach– This study utilises an extensive review of extant literature in the fields of innovation, entrepreneurship and education. The literature, propositions and discussion are intended to provide a bridge between entrepreneurship and innovation education and training programs and seek to address the scientific legitimacy of these education and training disciplines as separate, yet integrated disciplines.Findings– Identifies a need to reconsider the diversity and relationship between innovation and entrepreneurship education and training, primarily from contextual, theoretical, measurement, distinctiveness, content, pedagogical and typology points of view. The range of multiple teaching models and learning processes to embrace in various contexts.Research limitations/implications– The propositions allow for the combination of teaching initiatives in a theory-driven framework and their applicability to specific entrepreneurship and innovation education and training situations.Practical implications– The authors’ contribution identifies the synergies and differences between entrepreneurship education and training programs. The propositions highlight areas of contextualisation and practice-based view application, to adopt specific learning initiatives between constructs.Originality/value– The authors address a gap in the literature regarding the delineation of entrepreneurship and innovation education and training, which has thus far remained sparsely addressed in the education and training literature. The authors provide a practice-based view of propositions, developed for future testing.

PurposeThis study aims to examine the status of entrepreneurship education (EE) in Malaysia and entrepreneurship education programmes (EEPs) offered by Malaysian public and private higher education institutions (HEIs), against the backdrop of macro-level context of Malaysian government institutions related to entrepreneurship.Design/methodology/approachThis study replicates and extends the research by Maritz et al. (2015, 2019). The study expands a nascent archetype regarding an iterative and systematic open-ended emergent enquiry, together with data collection from Malaysian HEIs.FindingsThe findings suggest significant emergence of EE (programmes and research) in Malaysia, despite EEPs being sparsely distributed across HEIs in the bottom half of Table 1. The top ten HEIs (12% of all HEIs in Table 1) accounted for 35% of all EEPs. This study highlights the significant influence of Malaysian government institutions related to entrepreneurship on EE and EEPs.Research limitations/implicationsThe findings are subject to the availability and accuracy of information and documents available on official websites of HEIs. This limitation has been mitigated with telephone and email inquiries and other sources of information.Practical implicationsThe findings provide critical grounding and inferences on the status of EE and EEPs in Malaysia for researchers, practitioners, HEIs, governments and other stakeholders.Originality/valueThis study is first of its kind on emergent enquiry into the status of EE in Malaysia and EEPs offered by 19 public HEIs and 67 private HEIs in Malaysia. Moreover, this study links macro-level context of the Malaysian government institutions related to entrepreneurship with micro-level context of EE and EEPs.

This study intends to analyze the nexus between university support and an entrepreneurial mindset. This study also analyzes the mediating role of entrepreneurship education in this relationship. The research subjects are Public Islamic higher education (PTKIN) students who have participated in entrepreneurship education programs. The data in this study were collected using an online questionnaire. The number of respondents in this study was 297 students. Entrepreneurship education and entrepreneurial mindset are dependent variables and university support is an independent variable. Data analysis by Partial Least Square-Structural Equation Modeling (PLS-SEM). The results define that university support has a positive effect on entrepreneurship education and entrepreneurial mindset. Entrepreneurship education also has a positive effect on the entrepreneurial mindset. In addition, entrepreneurial mindsets mediate the relationship between university support and entrepreneurial mindsets. The implication of this finding is to enhance the students’ entrepreneurial mindset, PTKIN must provide support for an entrepreneurship education program for students. PTKIN needs to develop a university-based entrepreneurial ecosystem. Keywords: social cognitive theory, entrepreneurship ecosystem, entrepreneurship education, entrepreneurial mindset, undergraduate students

The purpose of this study was to evaluate the entrepreneurship education through extracurricular activities of Student Company at SMK 26 Jakarta. This study used a modified CIPP and Kirkpatrick evaluation models. The results revealed that: (1) the context of the program in accordance with the direction of government policy on their extracurricular activities, entrepreneurship education in schools, as well as programs Junior Achievement that underlie the founding of the Student Company in Indonesia (91.6%); (2) the factors supporting the implementation of the program including the appropriate category (71.8%); (3) the process of implementation of the program including quite appropriate category (61.4%), found some discrepancy between the implementation of the plan, the purpose of the program, as well as the standard implementation of extracurricular activities at school; (4) the level of satisfaction of students who take extracurricular activities Student Company is categorized quite satisfied (68%), facilities, human resources, materials, and activities that do still need to be improved; (5) the level of understanding of the concept of entrepreneurship in the high category (77.23) and shows differences in the understanding of entrepreneurship among students who take and do not follow extracurricular activities Student Company (4.98%). (6) The level of 'self-efficacy students in the medium category (53.25%), the program is not fully able to enhance students' interest in entrepreneurship.

The primary aim of the study is to investigate the effect of demographic and socio-economic factors on the entrepreneurial orientation of university students. The study hypothesised that the education discipline, students’ locality, gender, Entrepreneurship Education (EE) programmes, and family business background of university students would be important predictors of Entrepreneurship Orientation (EO) among university students. The findings indicate that EO is not impacted by the gender of university students. Conversely, the family business background of the students impacts only some of the dimensions of EO including self-efficacy, autonomy, and innovativeness. Moreover, educational discipline, locality, and EE programmes have a significant impact on the risk-taking, pro-activeness, self-efficacy, innovativeness, and autonomy of university students. The findings indicated that various programmes i.e. seminars, workshops, and EE programmes should be set up at the rural, higher education, and university levels to educate and develop entrepreneurial skills among university students. Additionally, the co-curriculum of basic education should be designed in such a manner as to help students in developing their entrepreneurial skills from the very beginning.

Purpose The rapid advancement of technology in education is driving the digital transformation of schools and educational systems, creating an increasing demand for impactful EdTech solutions. While entrepreneurship education is widely recognized for its benefits, the effectiveness of such programs within the EdTech sector remains underexplored. Research has yet to comprehensively examine how entrepreneurship education tailored to EdTech influences entrepreneurial self-efficacy (ESE) – a key determinant of entrepreneurial motivation, decision-making and success. This study employs a mixed-methods approach to evaluate an EdTech-focused entrepreneurship education program and its impact on participants’ ESE. Quantitative results indicate a statistically significant increase in participants’ self-efficacy across multiple dimensions, with medium to large effect sizes. The qualitative findings further reveal key mechanisms contributing to ESE growth, emphasizing the role of individualized mentoring, constructive feedback and a sector-specific focus. Notably, mentoring emerged as the most influential factor, enabling personalized learning experiences and exposure to entrepreneurial role models. This research contributes to both EdTech entrepreneurship and the broader field of learning technology by offering empirical evidence on how tailored entrepreneurship education programs can foster ESE. The findings underscore the importance of (1) explicitly addressing the unique challenges of the EdTech market, such as long sales cycles, and (2) integrating structured mentoring and coaching strategies to build participants' confidence. These insights provide a practical framework for designing and evaluating sector-specific entrepreneurship education programs, ultimately supporting the development of sustainable EdTech startups. Design/methodology/approach The study adopted a mixed-methods approach to address the research questions. It draws on qualitative and quantitative data collected from questionnaires and interviews with aspiring entrepreneurs (participants) as well as their trainers and mentors. Findings With regard to RQ1 (What is the impact of the entrepreneurship program on participants’ ESE?), the program was successful in enhancing participants’ ESE. The quantitative findings demonstrated statistically significant gains in ESE, with medium to large effect sizes. This indicates that the program had a meaningful impact on participants’ confidence in their entrepreneurial abilities, in line with previous research showing that business development training can significantly enhance self-efficacy. With regard to RQ2 (In what ways does the program contribute to participants’ ESE in the EdTech sector?), the qualitative findings provided rich insights into how ESE was developed within the context of EdTech entrepreneurship. Eight key themes emerged, which were organized into three pillars: ways of interaction, ways of teaching and coaching and program design specifics. Research limitations/implications Understanding how EdTech entrepreneurship education programs impact participants’ ESE provides valuable insights for program design and helps predict performance outcomes, behaviors and decision-making. This study investigated ESE in the context of an entrepreneurship education program in the EdTech sector. Findings indicated that the program positively influenced participants’ ESE, with mentoring emerging as the most impactful component, as it enabled individualized feedback and provided realistic voices from successful entrepreneurs. Practical implications The study contributed new insights on fostering ESE, with direct implications for future program design, specifically emphasizing industry-specific focus: tailoring programs to the unique challenges and opportunities of specific markets, such as EdTech, and confidence-building strategies: structuring mentoring and coaching frameworks to explicitly enhance self-efficacy and mitigate fear of failure. Industry-specific focus can significantly enhance program effectiveness, while explicitly incorporating ESE-building strategies can bolster the confidence of aspiring entrepreneurs. Social implications As entrepreneurial learning is increasingly explored globally, researchers and practitioners must collaborate to share best pedagogical practices and improve program quality, particularly in rapidly evolving fields like EdTech. In this work, EdTech entrepreneurship is not considered a business-oriented research or practice field, but rather a driver for research and innovation around technological advancements in learning and education. Originality/value Despite the promising potential of EdTech entrepreneurship, research has yet to comprehensively examine the quality and effectiveness of EdTech-specific entrepreneurship education programs. While some literature discusses entrepreneurship education in general, studies dedicated to the EdTech sector remain scarce. This study seeks to bridge this gap by investigating an EdTech entrepreneurship education program with a specific focus on its impact on participants' ESE. Understanding how such programs influence ESE – a construct associated with behaviors, decision-making and business success – is critical for improving program design and ensuring long-term success in EdTech ventures.

PurposeThe research effort on entrepreneurship education has been mainly for the higher education settings and on the individual level of analysis. On the contrary, this research urges scholars to expedite attention to the secondary education settings, especially in the emerging economies in Asia and Africa. This paper aims to reveal the existing landscape of literature development on the topic and promote ecological approaches of constructing entrepreneurship education programs in schools. It advocates the “incubator” role of schools for students and the necessity of establishing socially embedded entrepreneurship education as the playground for future entrepreneurs.Design/methodology/approachThis study followed the systematic literature review as its research design. It obtained 1,555 publications from six academic databases and 60 more publications from expert consulting and backward snowballing technique. Data screening resulted in a total of 101 relevant publications with the upper secondary education as their research context. The qualitative integrative synthesis method was then applied to integrate research evidence to the five circles of systems according to Urie Bronfenbrenner’s ecological systems theory.FindingsThis study contributes to the entrepreneurship education and youth career development literature, especially in the developing countries. Results discovered that entrepreneurship education programs, when interacting with ecological systems, resulted in training success. The most frequently studied systems were microsystems; here, there was a dominant focus on program-level reporting and analyzing. There was less focus on other systems such as mesosystems, exosystems or macrosystems. Moreover, only one study was associated with chronosystems, suggesting a significant research gap regarding the longitudinal studies. However, this review validated the different approaches to delivering entrepreneurship education in emerging and developed economies.Research limitations/implicationsOne limitation of this research lies in the methodology. The inclusion criteria limited the studies to the context of upper secondary education and excluded those of secondary education in general. The sampling method limited the power of this research to analyze and discuss policy-level studies because policies most likely embrace the whole secondary education level as its target. Another limitation is associated with the lack of experimental studies in assessing the comparative advantages of following the ecological approach when constructing entrepreneurship education. It, therefore, remains an undiscussed matter within this study regarding whether following the ecological approach means empirically a better educational choice or not.Practical implicationsThis study discusses the implications for policymakers, especially in emerging economies, and suggests that awareness, attention and funding are needed to empower youth entrepreneurship education from an ecological systems view.Originality/valueTo the best of the authors’ knowledge, this research is one of few studies that use the ecological systems theory in the context of entrepreneurship education with the purpose of focusing on environment-level analysis instead of individual-level analysis. Through the systematic literature review, this study proposes an ecological approach to comprehend, guide, evaluate and improve the design and implementation of entrepreneurship education programs in schools based on well-articulated research evidence. The research can inform both researchers and educators by offering a holistic perspective to observe and evaluate entrepreneurship education programs and their levels of social connectedness.

Background: The importance of entrepreneurship education in schools and colleges is also increasingly felt in this context. With entrepreneurship education, aspiring entrepreneurs can learn how to identify market opportunities, develop business ideas and manage the company well. With entrepreneurship education, entrepreneurs can also gain knowledge about marketing strategies and financial management that will help them increase the profitability of their business. Purpose: The purpose of this study is to describe the importance of starting entrepreneurship education in schools. Design and methods: This research is field research, which is research held in a field or scene with a qualitative approach. This research was conducted at SMA 1 Merangin. Results: The implementation of entrepreneurship education in schools can be done through various creative and interactive learning methods. For example, students can be invited to make a simple business plan, take part in a business simulation, or make visits to local companies. In addition, teachers can also invite successful entrepreneurs as guest speakers to share their experiences and knowledge. entrepreneurship education programs in schools have significant positive impacts. The evaluation conducted helps in identifying the weaknesses of the program and provides direction for necessary improvements.

The number of entrepreneurship education (EE) programs that aim to foster opportunity identification (OI) as a key entrepreneurial capability has grown considerably in the past few decades. However, these EE programs mostly lack a robust theoretical framework that could help educators and researchers select teaching approaches in line with their philosophical perspectives. This study proposes a theory-driven framework for fostering OI by bridging entrepreneurship and education fields, considering the ontological and epistemological assumptions that exist in both fields. The proposed framework includes different philosophical perspectives on entrepreneurial opportunities and strategies for identifying opportunities coupled with the most relevant learning theories and teaching approaches for fostering OI. Based on this framework, behaviorism and cognitivism are the most consistent learning theories with the opportunity discovery perspective's philosophical assumptions, and social constructivist learning theory is more appropriate for developing EE programs based on the opportunity creation perspective. This framework suggests that for developing an efficacious EE program to improve individuals' OI performance, different perspectives on the emergence of opportunities and learning should be combined and integrated into a consistent, constructively aligned EE program. The paper concludes with implications for the theory and practice in the entrepreneurship education field.

Knowledge commercialisation and commodification are important components of universities’ “Third Mission” to contribute to the development of their home regions by strengthening their engagement with the public, private, and third sectors. Entrepreneurship education programmes have tended to develop in parallel to such “entrepreneurial university” initiatives, rather than in intentional alignment with them. This is reflected in the research literature as well, where the analysis of the “entrepreneurial university” and studies of entrepreneurship education have little overlap. This paper examines the evolution of the entrepreneurship education initiative of a single research-intensive institution—the University of Manchester in the United Kingdom— and the ways in which that initiative have contributed to the broader entrepreneurial and commercial engagement objectives of the university. The Manchester case suggests that research-intensive universities that wish to bring entrepreneurship education and knowledge commercialisation and commodification into effective and beneficial alignment face challenges that require determined strategies to overcome.

The Entrepreneurship Education Program (EEPs) of Indonesia’s higher education has not been effective. The study aims to identify the extent to which EEPs in Indonesia was developed and propose several alternative schemes. The research uses the methodology of traditional narrative literature review and interviews with young entrepreneurs as the output of the EEPs higher education program in Indonesia. The analysis technique is done with an interactive model with steps of data collection, data reduction, data presentation, verification, and conclusions. The literature study is intended for the latest research information that evaluates the effect of EEPs on the formation of EM and the formation of new entrepreneurs. Furthermore, the information is verified by the results of the interview data processing. Entrepreneurship education for multidisciplinary students, business incubators, funding provision, and program sustainability studies is the result of research as a proposal for the development of higher education EEPs. This program is part of a long-term solution to addressing labor problems in Indonesia.

This literature review re-examines how entrepreneurship education (EE) can be fitted to corporate entrepreneurship (CE) and industry needs. A PRISMA-driven systematic review of 43 peer-reviewed papers was conducted to examine the link between EE and CE and how higher education institutions (HEIs) can effectively prepare graduates for entrepreneurship and intrapreneurship careers. The findings reveal that EE has a supportive and enabling relationship with CE. At the same time, the entrepreneurial background of senior executives is important for overall business intent and performance in a supportive learning environment. The study identifies five key approaches to enhance EE programs: (1) creating an industry-focused supportive curriculum, (2) integrating experiential learning, (3) encouraging industry collaboration, (4) deploying technical tools (5) emphasising EE trainers’ skill competencies development. By implementing these strategies, EE programs can equip graduates with the entrepreneurial mindset and skillset needed to improve their employability and drive innovation in corporate settings, ultimately enhancing business adaptability and competitiveness. The study contributes to the entrepreneurship education field by offering a path for adapting EE to prepare entrepreneurial graduates to drive business growth and personal entrepreneurship careers. The study's novelty lies in stressing the underexplored relationship between EE and CE, focusing on how EE can foster intrapreneurship and traditional entrepreneurship. The focus on HEIs to better align EE with the practical needs of corporations is a valuable contribution, especially in an era where businesses require innovative and ready-made corporate graduates due to the availability of limited resources.