Youth Entrepreneurship Education Research Articles

Empowering Middle School Students for a Sustainable Future: Integrating Circular Economy Principles with Youth Entrepreneurship Education

Empowering Middle School Students for a Sustainable Future: Integrating Circular Economy Principles with Youth Entrepreneurship Education

청소년기업가정신교육이 청소년기업가정신지수에 미친 영향

The purpose of this study is to use the youth entrepreneurship index to verify in what areas youth entrepreneurship education is effective for youth, focusing on JA Korea-Samsung youth entrepreneurship education. The study conducted a pre-post analysis on 651 middle and high school students who participated in the JA Korea-Samsung Youth Entrepreneurship Education program, dividing them into pre- and post-groups.The analysis focused on the cognitive, social, and affective domains of the Youth Entrepreneurship Index and its nine sub-elements (innovativeness, active problem solving, interpersonal relationship, leadership, empathy, risk-tasking, proactiveness, self-efficacy, and ambiguity tolerance). The main analysis results are as follows. First, The youth entrepreneurship index of students who participated in JA Korea-Samsung youth entrepreneurship education increased statistically significantly. Second, among the cognitive, social, and affective areas that make up the youth entrepreneurship index, it significantly increased in the cognitive and affective areas. Finally, as a result of analyzing the nine sub-elements, it was statistically significantly increased in seven sub-elements, excluding interpersonal relationships. This study aims to verify the effectiveness of youth entrepreneurship education using the Youth Entrepreneurship Index, identifying factors influencing adolescent growth through entrepreneurship education. It is expected that this study can be utilized as diverse academic and practical material.

AI, ESG 시대의 청소년 기업가정신 교육프로그램 개발에 관한 연구 : 키워드 네트워크 분석과 Fuzzy-AHP 분석을 중심으로

AI, ESG 시대의 청소년 기업가정신 교육프로그램 개발에 관한 연구 : 키워드 네트워크 분석과 Fuzzy-AHP 분석을 중심으로

Youth Entrepreneurship Education: As a Core Subject in School Curriculum

This paper deals with the framework related to the curriculum of Indian schools as well as Higher Education Institutions (HEI) regarding “Youth Entrepreneurship”. Every second individual realized that the key to bring prosperity and stimulate growth is fostering entrepreneurship especially to youth. Youth is the future of every nation & inheritors of the earth. Youth entrepreneurship refers to the act of young people starting and running their own businesses. This can include a variety of business ventures, such as small brick-and-mortar shops, online businesses, and even social enterprises. The paper addresses the necessary education to be imparted at an early stage during high-school and intermediate among the educated yet unemployed youth which helps in developing mindset of the students for becoming a successful entrepreneur. Additionally, it also helps improving country’s economic growth and achieving Sustainable Development Goals (SDG). India, among the most densely populated countries of the world has an abundant amount of youth that lack awareness about youth entrepreneurship, its benefits, various schemes and programs launched by the government. There is a dire need to come up with a solution that would not only help fight the problems of unemployment but would also help to step towards becoming a developed economy that involves new, bright and innovative minds. However, as highlighted by many researchers the efforts to explore entrepreneurship in Indian domain has still remained very less and tragically the number comes to negligible when talking of studying the same as a subject from youth point of view. Through in-depth research and analysis, the aim of this research paper is to add Youth Entrepreneurship as a core subject in high school curriculum. An attempt to suggest some steps that should be undertaken to tackle such challenges are also discussed.

Planning and evaluating youth entrepreneurship education programs in schools: a systematic literature review

Planning and evaluating youth entrepreneurship education programs in schools: a systematic literature review

OECD 학습 나침반 2030에 기반한 청소년 기업가정신 교육 프로그램 개발

Objectives This study aims to develop an entrepreneurship education program for teenagers that can be applied to career classes or free semester system, taking into account the direction of future education and the competencies students should cultivate presented by the OECD Learning Compass 2030.
 Methods For program planning and design, first, the theoretical basis for program development was prepared by considering previous studies on OECD learning compass 2030, entrepreneurship, entrepreneurship education, Design thinking, Lean Startup, business model, learner-centered education, and self-regulated learning. Second, implications were derived by analyzing cases focusing on the contents of the existing youth education program. Third, based on this, the direction, purpose, process, main contents, and effectiveness verification method of the educational program were presented.
 Results The direction of the program for entrepreneurship education suitable for teenagers was derived, and the program's purpose and program processes such as ‘discover’, ‘imagine’, ‘act’, and ‘reflect’ were presented, and the program's main contents and effectiveness evaluation plan were discussed in detail.
 Conclusions This study developed a youth entrepreneurship program that can be applied in terms of career education in the school field. It is believed to be in line with the 2022 revised curriculum, which emphasizes competency development because it is based on the OECD Learning Compass 2030, which overcomes the limitations of the existing youth entrepreneurship education program focused on startups, emphasizes entrepreneurship in various contexts. However, since this study has limitations that focus on planning and design, it is required to secure the validity of the program through field application and evaluation.

청소년 기업가정신과 긍정심리자본이 기업가적 의도에 미치는 영향

The purpose of this study is to investigate the effect of youth entrepreneurship and positive psychological capital on entrepreneurial intentions and the effect of satisfaction with entrepreneurship education therebetween. To this end, 202 middle school students who participated in the youth entrepreneurship education program were empirically analyzed for the effect of entrepreneurship and positive psychological capital on entrepreneurial intention and the moderating effect of entrepreneurship education satisfaction. The findings are as follows. First, the innovativeness of youth entrepreneurship, the resilience of positive psychological capital, and optimism had a statistically significant positive effect on entrepreneurial intention. Second, it was found that entrepreneurship education satisfaction was found to play a moderating role in the relationship between youth entrepreneurship (Risk-taking, Proactiveness), positive psychological capital (resilience, hope), and entrepreneurial intention. The implication of the study is that it has been identified that adolescents' entrepreneurship and positive psychological capital have a positive effect on entrepreneurial intentions through entrepreneurship education. In order to revitalize youth start-ups in the future, various entrepreneurship education programs for adolescents that can increase entrepreneurial intentions during adolescence should be systematically distributed and educated in schools. The limitations of this study and future research directions are as follows. First, Because this study was conducted on first-year middle school students in Seoul, there is a limitation in generalizing the research results. In subsequent studies, it is necessary to verify the research results through panel data at the national level for adolescents.

The ecological approach to construct entrepreneurship education: a systematic literature review

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.

Entrepreneurial self-efficacy development: an effective intervention for sustainable student entrepreneurial intentions

Eco-systemic disconnect in youth entrepreneurs' support systems is a challenge in most developing countries and adversely affects the success of entrepreneurship education. The study investigated the extent to which the application of systemic action learning and action research (SALAR) affects students' entrepreneurial self-efficacy (ESE) and determined relationships between ESE development, entrepreneurial intention and action. A quantitative design was used with a structured, self-administered, 7-point Likert scale survey through a test-retest method, over nine months amongst university students at a selected university in South-Africa. A purposive (non-probability) sampling technique was adopted for the administration of 230 questionnaires. Inferential statistics were used to examine the relationship between the constructs. Findings indicated a significant relationship between the application of SALAR and students' ESE development, intention and action. The findings propose a flexible social technology model (SHAPE) and methodology (SALAR) that other higher education institutions can adapt to facilitate youth entrepreneurship education development.

A study on the Direction of Youth Entrepreneurship Education Based on OECD Learning Compass 2030

A study on the Direction of Youth Entrepreneurship Education Based on OECD Learning Compass 2030

The Effect of Youth Entrepreneurship Education Programs: Two Large-Scale Experimental Studies

Recent years have witnessed the worldwide growth of entrepreneurship education (EE) as entrepreneurship is regarded as the key driver of innovation and economic growth. Most extant studies on EE have focused on its impact on entrepreneurial intentions. However, the application of the same EE measurements for both adults and adolescents has long been criticized; the indices developed for potential adult entrepreneurs may not be suitable for young entrepreneurs, considering the large time gap before they enter the workforce. This study aims to develop appropriate indicators for the assessment of youth EE in Korea and to examine the effectiveness of youth EE. Two large-scale quasi-experimental studies were conducted with pre- and posttest matched-comparison groups for verification. This study suggests six common variables for measuring the impact of youth EE: opportunity discovery, opportunity exploitation, entrepreneurship, creativity capacity, social problem solving, and entrepreneurial intention. The analyses showed that all these indicators positively influenced youth EE. We also proposed practical suggestions for the development of EE programs.

Entrepreneurial, Economic, and Social Well-Being Outcomes from an RCT of a Youth Entrepreneurship Education Intervention among Native American Adolescents.

Background: Entrepreneurship education has demonstrated positive impacts in low-resource contexts. However, there is limited evidence of such programs evaluated among Native American (NA) youth in a rural reservation. Methods: A 2:1 randomized controlled trial evaluated the impact of the Arrowhead Business Group (ABG) entrepreneurship education program on entrepreneurship knowledge, economic empowerment, and social well-being among 394 NA youth. An intent to treat analysis using mixed effects regression models examined within and between study group differences from baseline to 24 months. An interaction term measured change in the intervention relative to change in the control. ABG participants were purposively sampled to conduct focus groups and in-depth interviews. Results: Significant intervention vs. control group improvements were sustained at 12 months for entrepreneurship knowledge and economic confidence/security. Significant within-group improvements were sustained for ABG participants at 24 months for connectedness to parents, school, and awareness of connectedness. Qualitative data endorses positive impacts on social well-being among ABG participants. Conclusion: Observed effects on entrepreneurship knowledge, economic empowerment, and connectedness, supplemented by the experiences and changes as described by the youth themselves, demonstrates how a strength-based youth entrepreneurship intervention focused on developing assets and resources may be an innovative approach to dually address health and economic disparities endured in Native American communities.

Youth entrepreneurship education promotion and development tasks : Benchmarking advanced countries

Youth entrepreneurship education promotion and development tasks : Benchmarking advanced countries

The Effects of Youth Entrepreneurship Education on their Self-Conceptions and Self-efficacy in Career Determination

The Effects of Youth Entrepreneurship Education on their Self-Conceptions and Self-efficacy in Career Determination

An Effect of Youth Entrepreneurship Education Program's Characteristics to Entrepreneurial Intention: Focused on the Mediating Effect of Entrepreneurship Recognition

An Effect of Youth Entrepreneurship Education Program's Characteristics to Entrepreneurial Intention: Focused on the Mediating Effect of Entrepreneurship Recognition

Addressing Declining Rural Communities Through Youth Entrepreneurship Education

Population decline, outmigration of youths, and dwindling job prospects have challenged the vitality of rural economies in the United States for decades. Previous rural youth programs have been criticized for failing to address the social underpinnings of flight, attend to the unique features of rural contexts, and encourage youths to develop a sense of connection to opportunities within their local communities. This article provides recommendations for Extension personnel on rural youth entrepreneurship education. Recommendations relate to gaps in entrepreneurship programs in rural communities, a focus on technology and innovation, and 4-H as an ideal setting for experiential entrepreneurship education.

A Study on the Plan for Creating a Youth Entrepreneurship Education Environment

A Study on the Plan for Creating a Youth Entrepreneurship Education Environment

Entrepreneurship education: A strength-based approach to substance use and suicide prevention for American Indian adolescents.

American Indian (AI) adolescents suffer the largest disparities in substance use and suicide. Predominating prevention models focus primarily on risk and utilize deficit-based approaches. The fields of substance use and suicide prevention research urge for positive youth development frameworks that are strength based and target change at individual and community levels. Entrepreneurship education is an innovative approach that reflects the gap in available programs. This paper describes the development and evaluation of a youth entrepreneurship education program in partnership with one AI community. We detail the curriculum, process evaluation results, and the randomized controlled trial evaluating its efficacy for increasing protective factors. Lessons learned may be applicable to other AI communities.

Pushing the entrepreneurial prodigy: Canadian Aboriginal entrepreneurship education initiatives

Globally, neoliberal education policy touts youth entrepreneurship education as a solution for staggering youth unemployment, a means to bolster economically depressed regions, and solution to the ill-defined changing marketplace. Many jurisdictions have emphasized a need for K-12 entrepreneurial education for the general population, and targeted to youth labeled ‘at risk’. The Martin Aboriginal Education Initiative’s Aboriginal Youth Entrepreneurship Program (AYEP) has been enacted across Canada. This paper applies critical discourse analysis to a corpus of texts, exposing how colonial practices, deficit discourse, and discursive neoliberalism are embedded and perpetuated though entrepreneurial education targeted at Aboriginal students via AYEP.

Persistent Gender Gaps in Entrepreneurial Attitudes, Intentions, and Actions: The Effects of a Youth Entrepreneurship Education Program in Khujand, Tajikistan (Dissertation Abstract)

This dissertation reports the results of a longitudinal, randomized control trial that examines the impact of a 40-hour youth entrepreneurship education program (EEP), above and beyond a market economics control group, for English speaking-youths aged 18-35 living in Khujand, Tajikistan. Results show that the program has no effect, above and beyond a market economics control group, on any of the outcomes at timing of post-test or follow-up. However, there is a fixed effect of gender, with females have lower average scores on all of the outcomes except perceived behavioral control.