Entrepreneurship Education Research Articles

You say you can, but can you? The impact of entrepreneurship education on unwarranted and gendered entrepreneurial self-efficacy - a calibration study

PurposeEntrepreneurial self-efficacy (ESE) has a dark side largely ignored in the field of entrepreneurship education. Research in educational psychology indicates that self-efficacy is prone to misjudgment, with novice learners often displaying overconfidence. Furthermore, this misjudgment is gendered; studies suggest that men are more likely to display overconfidence and less likely to correct erroneous self-assessments. However, realistic self-assessments are essential for effective learning strategies, pivotal for performance in the ambiguous entrepreneurial context. Therefore, this study explores whether entrepreneurship education helps mitigate overconfidence, and if this impact varies by gender.Design/methodology/approachCommon in educational psychology, but new in the field of entrepreneurship education, a calibration design captures discrepancies between perceived and actual performance. Data from before and after an introductory undergraduate entrepreneurship course (N = 103) inform descriptive analyses, statistical comparison tests and calibration plots.FindingsAs expected, nearly all novice students showed significant overconfidence. Curiously, gender difference was only significant at the end of the course, as overconfidence had decreased among female students and increased among male students.Originality/valueThe paper advocates a more nuanced stance toward ESE, and introduces ESE accuracy as a more fitting measure of entrepreneurial overconfidence. The findings flag the common use of self-perception as a proxy for actual competence, and evoke new research avenues on (gender differences in) learning motivations of aspiring entrepreneurs. Finally, the study shares guidance for entrepreneurship educators on fostering a “healthier” level of self-efficacy for better entrepreneurial learning.

Virtual Simulation Games in Entrepreneurship Education: Status Quo and Prospects

This study reviews the current status and future perspectives of virtual simulation games in entrepreneurship education in higher education institutions. Virtual simulation games act as digital twins to replicate real-world scenarios, which can be integrated as a part of online learning in entrepreneurship courses or digital learning resources in entrepreneurship education in higher education institutions. Virtual simulation games as digital tools for specific learning tasks or teaching methods engage students with virtual simulation learning experiences to generate improved student learning in immersive and interactive environments through the use of extended reality (XR) including virtual reality (VR), augmented reality (AR), and mixed reality (MR) in a virtual or blended learning environment. This study indicates the promising development of AI and XR applications in virtual simulation games in entrepreneurship education. It provokes discussions on the technological, pedagogical, and content design of virtual simulation games and their integration into hybrid and online models of entrepreneurship education, which has significant implications for the digital transformation and innovation of entrepreneurship education in higher education institutions. It draws attention to digital well-being and digital inclusion in virtual simulation game-based learning in entrepreneurship education in higher education institutions.

Who is the entrepreneurial educator? A transferability perspective to tease out antecedents needed to form a signature pedagogy

Purpose Entrepreneurial education (EE) has grown rapidly and become important for how we prepare future generations for work. However, a less addressed piece of the puzzle is: who is the entrepreneurial educator? In this paper, our aim draws upon Palmer’s (1998) idea of wholeness, where we seek to connect the two problem spaces of the role diversity of entrepreneurial educators and how the educator is closely tied to the evolutionary development of the domain in constructing signature pedagogies that could cater for the issue of a low capitalization rate.Design/methodology/approach We problematize on a conceptual level the entry-level personas that have been addressed in prior literature by using the processes of transferability and evolutionary theory to tease out how variability among educators could create antecedents to form a signature pedagogy.Findings We recognize four archetypes: the experienced entrepreneur, the entrepreneurship scholar, the academic scholar and the pedagogical expert. Our problematization on the variance of the four archetypes provides a fertile ground to engage in addressing “the elephants in the room” in EE, the capitalization rate of graduates and the importance of developing a signature pedagogy, acknowledged in other domains, to enhance legitimacy.Originality/value The paper provides a nuanced outlook on who is teaching in the entrepreneurial classroom and problematizes from an evolutionary perspective the potential future paths to continue staying relevant for society as well as justifying our presence as a legit domain in academia.

Taken for granted or wilfully ignored? Seeking legitimacy for the entrepreneurship educator

PurposeThis study offers insights into how the entrepreneurship educator (EE) is legitimised in higher education.Design/methodology/approachThis exploratory study is based on content analysis of 73 university programme specifications, 61 university strategies and 35 job advertisements. The study uses Suchman’s (1995) conceptualisation of organisational legitimacy to assist in categorising the results according to type of legitimacy.FindingsConnections are made between the legitimacy of the EE and wider societal discourses surrounding the legitimacy of enterprise/entrepreneurship as expressed in university strategies. Attempts to legitimise the EE specifically, as opposed to “the educator” more broadly understood, are quite limited. Programme specifications mainly offer a cognitive form of legitimacy relating to teaching, with elements of pragmatic legitimacy arising from educators’ links to industry and research prowess. Job descriptions are more focused on the educator’s research as a form of legitimation.Research limitations/implicationsThe study creates a baseline of knowledge surrounding the legitimacy of the EE, which raises important questions as to how the educator is supposed to add value in relation to different stakeholders.Originality/valueThe concept of legitimacy, despite widespread application in other disciplines, has found very limited application in the study of EE. Using three sources of data, the paper offers a first application of Suchman’s (1995) conceptualisation of legitimacy to entrepreneurship education. It thereby offers a critical perspective on the role of the EE as shaped by institutional norms.

Peran Sosialisasi dan Edukasi Kewirausahaan dalam Membangun Generasi Milenial Berjiwa Wirausaha: Studi Kasus di Kelurahan Perdagangan I

This research aims to analyze the role of entrepreneurship socialization and education in fostering the entrepreneurial spirit among the millennial generation, with a case study focus in Kelurahan Perdagangan I, Simalungun Regency. Entrepreneurship socialization and education are crucial steps in fostering entrepreneurial awareness and skills, especially for the younger generation who will face economic challenges in the future. This research used a qualitative method with a case study approach. Data were collected through in-depth interviews with program participants, direct observation in the field, and document analysis related to the KKN program in Kelurahan Perdagangan I. The results showed that the program was successful. The results showed that the entrepreneurship socialization and education program implemented through KKN succeeded in increasing participants' entrepreneurial knowledge, interest, and skills. In particular, SMK students showed increased motivation to start a business after participating in entrepreneurship education. The success of the program was supported by active community involvement and a contextually relevant approach. However, there are some challenges, such as limited access to technology and financial resources, that affect the sustainability of entrepreneurial interest among the millennial generation.

Entrepreneurship Education and Independence of Students of Ulfiyah Progressive Islamic Boarding School, Segeran Kidul Juntinyuat Indramayu, Indonesia

Entrepreneurship education in Islamic boarding schools plays a crucial role in shaping the independence of students, especially in the era of globalization that demands adaptation and innovation. Ulfiyah Progressive Islamic Boarding School in Segeran Kidul, Juntinyuat, Indramayu, Indonesia has implemented an entrepreneurship education program with the hope of producing students who not only master religious knowledge but also have the ability to become entrepreneurs. However, despite the ideal framework that is expected, the reality in the field shows significant challenges, including limited funding sources, lack of quality mentors, and resistance to change among students. This study aims to explore more deeply the concept and implementation of entrepreneurship education and the challenges faced, students' responses to the program, and the impact of the education on the economic independence of alumni. Using a descriptive qualitative research method, the research subjects included the head of the foundation, the head of the boarding school, the person in charge of the program, teachers, students, alumni, and parents of students. The results of the study show that although entrepreneurship education in Islamic boarding schools faces various challenges, there are positive steps taken to overcome these problems. With the right approach and adequate support, entrepreneurship education can have a significant impact on the economic independence of students, thus supporting the vision of Islamic boarding schools to create an independent and competitive generation.

Navigating the new normal: Exploring the evolution of entrepreneurship education in the aftermath of COVID-19

The COVID-19 pandemic has significantly impacted business schools worldwide, prompting the urgent adoption of innovative teaching methods and digital transformation. This study employs an exploratory case study approach, conducting 18 semi-structured interviews to examine the benefits and risks associated with novel teaching modalities in entrepreneurship education. Specifically, the research highlights the effects of COVID-19 on students' social dynamics, their learning experiences and engagement, as well as the digital transformation of teaching within entrepreneurship education. The findings reveal substantial changes in various components of entrepreneurship education during the pandemic, including the emergence of new teaching forms and modalities. Drawing from these insights, the study provides valuable recommendations for future developments in entrepreneurship education. It emphasises the importance of adopting a balanced approach to teaching that leverages the advantages of face-to-face instruction while harnessing digitalisation and innovative teaching methods. By embracing successful elements of digital transformation in entrepreneurship education, higher education institutions can enhance the resilience and adaptability of their entrepreneurship programmes, equipping students for the entrepreneurial journey ahead. This longitudinal study highlights the evolving nature of entrepreneurship education in response to unprecedented challenges.

The Influence Of Culture, Education, And Entrepreneurial Innovation On Entrepreneurial Intention With Entrepreneurial Mindset As Intervening Variable On Management And Business Administration Students Class Of 2020

The study aims to examining the connections among entrepreneurial culture, education, innovation on entrepreneurial intention with entrepreneurial mindset as intervening variable. Questionnaire data are distributed to 102 students from business management and business administration class of 2020 Telkom University who enrolled in small startup business development course for business management and entrepreneurship for business admnistration students, which was taken using snowball sampling methods with a helps from SmartPLS 3. The findings reveal that the the entrepreneurial culture significantly impacts entrepreneurial intention, mindset, and education, while entrepreneurial education has positive influence to entrepreneurial mindset and innovation. Furthermore, entrepreneurial innovation influenced both entrepreneurial mindset and intention. The study also confirmed the direct effects of entrepreneurial mindset to entrepreneurial intention as the final hypothesis.

A Serial Mediation Model of the Relationship between Digital Entrepreneurial Education, Alertness, Motivation, and Intentions

This research leverages insights from both social cognitive theory (SCT) and stimulus-organism-response theory (S-O-R) to investigate how digital entrepreneurship education (DEE) influences undergraduate students’ digital entrepreneurial alertness (DEA), motivation (DEM), and intentions (DEI). The main objective of the study was to examine whether individual levels of DEA and DEM independently and sequentially mediate the relationship between DEE and DEI. To collect the data, convenience sampling was utilized, involving 221 students from a single public university in Saudi Arabia, and a theoretical model was examined utilizing structural equation modelling (SEM) techniques in SPSS AMOS (Version 27). The results found that DEE had a significant positive impact on students’ DEIs, DEA had a significant positive impact on students’ DEI, and DEM had a significant positive impact on students’ DEI. Moreover, the results of the serial mediation analysis indicated that DEA and DEM served as independent and sequential mediators in the relationship between DEE and DEI. These findings provide further insight into the association between DEE and DEI, offering valuable implications for both entrepreneurship education curriculum developers and government policymakers. This study adds substantial contributions to the existing literature on entrepreneurship education and DEI.

Empowering K–12 pupils: Fostering problem-solving skills through sustainable entrepreneurship and computational thinking

ABSTRACT Preparing today’s students for a digital world with diverse social challenges requires innovative teaching–learning scenarios. To empower students to develop solutions in an increasingly complex world, it’s essential to strengthen both their subject-specific knowledge as well as their problem-solving skills. In the area of domain knowledge, the interplay between entrepreneurship, sustainability, and digital technologies has emerged as a critical factor in addressing global challenges through innovation. Although the individual competency areas are well documented in the relevant research, teaching–learning scenarios that combine sustainability, entrepreneurship, and information technology (IT) education are underrepresented. This article explores the integration of sustainability-oriented entrepreneurship education within IT education through a project-based teaching approach. To visualize and facilitate the learning process, a problem-solving canvas is integrated. Hence, it presents a best-practice example of how entrepreneurial IT education can be implemented in schools using hackathons. Additionally, the article provides recommendations for educational policy based on these insights.

Fueling Rural: The Unseen Forces of Family Background and Psychological Factors on Youth Entrepreneurship

Understanding entrepreneurial intentions among rural youth is crucial for fostering economic development; however, this demographic remains underrepresented in entrepreneurship research. This study explores the impact of entrepreneurial family backgrounds and psychological factors-such as self-efficacy, risk-taking propensity, need for achievement, and locus of control-on entrepreneurial intentions among rural youth in Deli Serdang, North Sumatera, Indonesia. A quantitative approach was utilized, employing a cross-sectional survey with data collected from a random sample of 217 rural youth through a structured questionnaire administered in person. Data analysis was conducted using partial least squares structural equation modeling (PLS-SEM). The results demonstrate that both entrepreneurial family background and psychological factors significantly influence entrepreneurial intentions. Specifically, having an entrepreneurial family background positively affects these intentions, while psychological factors also play a significant role. The study validates the research instruments and offers valuable insights into how familial and psychological influences shape entrepreneurial aspirations in rural contexts, reinforcing theories related to entrepreneurial self-efficacy, motivation, and psychological capital. For policymakers, the findings highlight the importance of supporting family-based entrepreneurial initiatives and integrating family involvement into entrepreneurial education. Educators are encouraged to incorporate psychological training to cultivate traits such as self-efficacy and resilience, while practitioners should develop supportive environments that leverage both familial and psychological resources. The study’s limitations include its focus on rural youth, which may restrict generalizability, reliance on self-reported measures, and the lack of exploration into underlying mechanisms or longitudinal effects. Future research should address these limitations by incorporating diverse populations, utilizing objective measures, and examining long-term impacts.

Development of Soft Skills in Entrepreneurship Education: an Approach Based on Experiential Learning Theory

Objective: The objective of this study is to investigate the impact of entrepreneurship education on the development of soft skills in students, using experiential learning theory (ELT) as a foundation to foster these skills through active practices. Theoretical Framework: The study is based on Kolb's (1984) experiential learning theory and active learning models. These theories provide a solid foundation for understanding how learning occurs through experience, emphasizing the development of soft skills. Method: The research follows a qualitative and exploratory approach, with data collection based on bibliographic review and participant observation. The study was conducted in entrepreneurship courses, focusing on the observation of students' soft skills through the application of Kolb’s experiential learning cycle. Results and Discussion: The results show that the application of ELT in entrepreneurship education promotes the development of soft skills. The theoretical and practical implications are discussed in light of experiential learning theory, highlighting the importance of an active approach to education. Research Implications: The research has important implications for the fields of education and entrepreneurship, suggesting that experiential teaching can be an effective tool for developing essential behavioral skills for the labor market. Originality/Value: The study contributes by demonstrating the applicability of ELT in entrepreneurship education, addressing the gap between traditional teaching and the need to develop soft skills in academic contexts.

Assessing Entrepreneurial Readiness in Teacher Education Graduates for Future Success

Entrepreneurship education is increasingly recognized as essential for cultivating an entrepreneurial mindset among students. The College of Teacher Education (CTE) at Mariano Marcos State University (MMSU) has integrated the "Entrepreneurial Mind" subject into its curriculum to equip future educators with vital entrepreneurial skills. This study assesses the entrepreneurial competencies, attitudes, and intentions of MMSU-CTE graduates who completed this subject. This study evaluates key competencies such as opportunity recognition, innovation, risk management, and leadership, alongside graduates' perceptions of the subject's effectiveness. Data were collected from 150 graduates via a structured questionnaire online and analyzed using descriptive and inferential statistics. Results indicate high proficiency in opportunity recognition, resource management, and innovation, but moderate levels in risk management and financial planning, suggesting areas for curricular enhancement. While 65% of graduates exhibit positive entrepreneurial attitudes, only 50% have strong intentions to start a business, highlighting the need for additional support mechanisms like mentorship and funding. Graduates reported significant improvements in entrepreneurial skills and confidence, validating the subject's integration. The study underscores the importance of entrepreneurship education in non-business disciplines and recommends curriculum enhancements, support mechanisms, broader implementation, and longitudinal research to optimize entrepreneurial readiness and drive innovation.

Diverse perspectives on entrepreneurship: Analyzing gender and age-related differences in perceptions

Entrepreneurship is a key driver of economic growth, innovation, and social development, yet perceptions of entrepreneurship can vary significantly across different demographic groups. Understanding these variations is crucial for developing effective education and support systems. This study investigates the differences in perceptions of entrepreneurship among various gender and age groups, focusing on aspects such as career opportunities, financial readiness, the attractiveness of entrepreneurial ventures, skill requirements, economic impact, educational effectiveness, and gender-specific views on entrepreneurship. Using a quantitative research design, the study analyzed data collected from 300 entrepreneurs in Greater Noida through a structured questionnaire. Independent samples t-tests and ANOVA were employed to identify significant differences in perceptions across genders and age groups. The findings reveal notable differences in perceptions related to the effectiveness of entrepreneurship education and the role of women in entrepreneurship. Specifically, females demonstrated greater confidence in the ability of the education system to prepare individuals for entrepreneurial careers than males did. Additionally, significant differences in perceptions of entrepreneurial opportunities and support were observed between different age groups. These results highlight the need for tailored education programs and support systems that address the unique needs of diverse demographic segments. The study underscores the importance of promoting gender diversity and inclusivity in entrepreneurship to foster a more dynamic and innovative entrepreneurial ecosystem. By addressing the specific challenges and opportunities identified, policymakers and educators can develop more effective and inclusive strategies to support aspiring entrepreneurs. Future research should further explore the sociocultural and institutional factors influencing entrepreneurial perceptions to enhance the overall effectiveness of entrepreneurship initiatives.

Social entrepreneurship education local authorities historical roots and future strategies

Social enterprises are the subject of great interest from authorities at various levels, academia, business promotion organizations. Policies and publications are growing at an impressive pace as high hopes are placed on them to solve painful social problems. Social enterprises have been studied in different dimensions. Individual participants of an ecosystem have been analyzed, including the potential of universities to promote social entrepreneurship and increase the efficiency of their management. A large part of the social problems, to which the activity of social entrepreneurs is directed, are within the prerogatives of local authorities. However, the role of support provided by universities and their potential to improve local social policies through social entrepreneurship is rarely explored and evaluated. In this regard, this publication is aimed at tracing the development of social entrepreneurship in our country in the context of education and local authorities, and on this basis, some generalizations are made, which can be a starting point for developing future strategies in the educational system to support social entrepreneurs and local authorities in the effort to find an answer to certain social challenges.

Research on the Pathway to Cultivating College Students' Innovation and Entrepreneurship Abilities in a Digital Context

In the context of accelerating globalization and digitization, the innovation and entrepreneurship abilities of college students have become vital for driving economic and social development. This paper explores how higher education institutions can cultivate these abilities in a digital environment, analyzes the contradictions between the current educational system and market demand, and proposes targeted solutions. The research indicates that utilizing advanced technologies such as artificial intelligence, big data, and online learning platforms is steering innovation and entrepreneurship education in universities towards a more personalized and diversified approach. A new theoretical model is constructed that emphasizes the significance of digital educational tools, personalized learning paths, and evaluation systems. Furthermore, specific recommendations for educational policymakers, higher education institutions, and educational technology developers are summarized. This study provides theoretical support and practical guidance for digital innovation and entrepreneurship education, aiming to enhance college students' overall quality and their ability to face future challenges.

Fostering Sustainable Development Through Social Innovation: The Role of Cultural Values in Entrepreneurial Intentions

Context. The study analyses how cultural values on the entrepreneurial intentions of university students in public and private institutions in Jalisco, Mexico, may lead a path to social innovation, based on the Theory of Planned Behavior. Problem. Despite the growing emphasis on entrepreneurship education, the impact of cultural values on students' entrepreneurial intentions remains unclear. This research explores how autonomy, hierarchy, and egalitarianism shape students' aspirations. Purpose. The research seeks to examine the multidisciplinary nature of cultural values and their relationship with entrepreneurial intentions. It specifically addresses SDGs 4, 8 and 9. Methodology. A quantitative survey was distributed to 1,438 university students in Jalisco, Mexico, during 2023-2024. The data were examined through exploratory factor analysis and linear regression to identify the relationships between cultural values and entrepreneurial intentions. Reliability was assessed using Cronbach's alpha, while validity was established through factor loadings. Theoretical and Practical Findings. Cultural values like integration and mastery positively influence entrepreneurial intentions, while egalitarianism showed a negative impact. These results contribute to the understanding of how cultural contexts shape entrepreneurial behavior, with practical implications for fostering entrepreneurship in educational settings, aligned with the SDGs; leading students´ behavior to a social innovation path. Originality based on a multidisciplinary approach that promotes innovation for sustainable development. This research integrates multidisciplinary perspectives to promote social innovation and sustainable development, highlighting the unique role of cultural values in shaping entrepreneurial intentions. Conclusions and limitations. The study concludes that while cultural values significantly impact entrepreneurial intentions, though the influence varies by dimension. However, as the research focuses on a single region, future studies should explore other cultural contexts to generalize findings.

Sustainable entrepreneurship: examining stimulus-organism-response to the nexus of environment, education and motivation

PurposeThe multidimensional decision-making framework of sustainable entrepreneurship affects student behavior in higher education institutions. Thus, the sustainable entrepreneurship environment has long attracted scholars and policymakers. Based on “Stimulus Organism Response (SOR),” this study examines serial mediation of sustainable entrepreneurial education and entrepreneurial motivation to link sustainable entrepreneurial environment and intentions. Further, it also explored the moderating role of a sustainable entrepreneurial environment.Design/methodology/approachA quantitative study was conducted with a sample of 408 students of Indian higher education institutes in NCR using a purposive sampling technique. Smart PLS-SEM was utilized for assessing the structural model, and a goodness-of-fit assessment was done with Amos 22.FindingsThe findings revealed the significant impact of a sustainable entrepreneurial environment on sustainable entrepreneurial education, motivation and sustainable entrepreneurial intentions. Furthermore, sustained entrepreneurial education has the most important influence on student motivation and considerable serial mediation. Also, the moderating role of a sustainable entrepreneurial environment was found to be significant for linkages of entrepreneurial motivation and sustainable entrepreneurial education with sustainable entrepreneurial intentions.Practical implicationsThe study will assist HEIs and scholars in understanding the role of sustainability in entrepreneurial courses to increase student intentions to start sustainable businesses.Social implicationsThis study helps policymakers and HEIs understand what motivates students to pursue sustainable entrepreneurship. This research might improve the well-being of education stakeholders and the community in achieving sustainable development goals.Originality/valueThe study is the first to analyze how sustainable entrepreneurial education and motivation serially mediate the link between a sustainable entrepreneurial environment and aspirations to establish a sustainable business and contribute to the existing literature of SOR from a new perspective.

Systematic Literature Review: Exploring the Integration of Technology in Green Entrepreneurship Education

This study provides an overview of the article’s purpose: to conduct a comprehensive literature review on integrating technology in green entrepreneurship education. It explains the aim of the study, which is to identify key themes, theoretical frameworks, methodologies, and research gaps in this field. This part explains the approach taken to conduct the literature review. The researchers searched the Web of Science (WoS) and Scopus databases using keywords related to green entrepreneurship and technology. The criteria for selecting relevant articles are described, leading to the compilation of a list of the most frequently cited articles (37 in total). The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines are highlighted, ensuring a systematic and rigorous approach to selecting and analysing relevant manuscripts. This result presents the outcomes of the literature review. It outlines the three main themes that emerged from the analysis of the selected articles: (1) the role of technology in entrepreneurship education, (2) the impacts of green entrepreneurship education, and (3) the challenges and opportunities in technology integration for green entrepreneurship. The key findings and trends within these themes are summarised, reflecting the content of the reviewed articles. The significance of the identified themes is discussed in more detail. The benefits of incorporating technology into entrepreneurship education are highlighted, including creating immersive learning experiences that simulate real-life entrepreneurial scenarios. Integrating technology helps students develop practical skills, fosters environmental consciousness, and prepares them for the evolving business landscape. The contribution of this integration to the growth of sustainable businesses and a greener economy is emphasised.

Beyond teaching: the extended role of informal entrepreneurship education and training in challenging contexts

PurposeWe seek to understand how informal entrepreneurship education and training (EET) processes support marginalised women in challenging institutional contexts into gainful participation in entrepreneurial activities, facilitating empowerment and emancipation.Design/methodology/approachThe study employs an inductive qualitative approach drawing on in-depth individual interviews, a focus group and observation of how female informal EET educators facilitate hands-on EET to marginalised female entrepreneurs in Uganda.FindingsWe specify a range of novel complementary practices that informal EET educators undertake during the main instructional EET stage and present the wraparound purposive work, both pre-and-post the instructional stage, they enact to support female empowerment processes for their disadvantaged learners. We then propose a grounded model capturing practices enacted by EET practitioners that illuminates ways in which informal EET can contribute to processes of empowerment and emancipation.Originality/valueOur contributions are twofold. First, we conceptualise EET educators as institutional entrepreneurs undertaking institutional work beyond core teaching. Second, we specify a range of novel complementary practices they undertake before, during and after the conventional instructional part. This illuminates how EET can contribute to processes of empowerment and emancipation. Drawing on data from a unique institutional context, we illuminate novel practices enacted by informal EET educators thereby extending both the pedagogy and the realm of entrepreneurship education with implications for grander empowerment and emancipatory outcomes beyond the development of entrepreneurial competencies.