This study aims to explore the macro-institutional and the micro-behavioral aspects of entrepreneurship for sustainability in two complementary empirical models. A panel of 34 emerging economies with 578 country-year observations is used at the macro level to look at the relationships between the six sustainability factors regulatory capital, ecosystem stability, female economic participation, domestic credit, social conditions, and digital finance and the sustainability outcome in the form of renewable energy, along with the conditional nature of digital governance. The results of the survey data at micro level are analyzed using partial least squares structural equation modeling (PLS-SEM) to know the relation of the variables of entrepreneurial education, personality traits, entrepreneurial university environment, entrepreneurial passion and entrepreneurial enactment with the moderating role of entrepreneurial self-efficacy. At the macro level, the results highlight positive relations between female economic participation and the outcomes, while digital finance use and trade openness have mixed signs. As digital finance and digital governance become more interdependent, the positive findings of this interaction indicate that the more positive the relation between digital finance and digital governance, the stronger the governance. Micro level results indicate that at the micro level, entrepreneurship education, personality traits and the university environment have positive association with entrepreneurial passion, and entrepreneurial passion has positive association with entrepreneurial enactment, but the moderating role of self-efficacy is not statistically supported. Due to the different units of analysis used, the two models are not statistically related. Rather, the study provides complementary evidence that the institutional dimension and the motivational processes of entrepreneurship and sustainability are two separate but theoretically related dimensions.
Entrepreneurial teacher education has gained attention in recent years, yet little evidence exists on the individual and comparative effects of different learning approaches on teachers’ entrepreneurial competencies. This study examines differences in in-service teachers’ entrepreneurial competencies across experiential, collaborative, and traditional learning approaches over time. A quasi-experimental design with a mixed-methods approach was used. The competencies included entrepreneurial knowledge, career adaptability, creativity, professional self-efficacy, networking, and teamwork. We developed three distinct three-week courses, each consisting of six sessions and 12 h of instruction, in which 47 teachers initially participated, with 41 completing all sessions and included in the final analysis. A specific learning approach was implemented for each course. Quantitative data were collected before the courses, immediately after the courses, and three months later and were analyzed using one-way analysis of covariance (ANCOVA) in SPSS. Qualitative data from participants’ written reports, observations, and interviews were analyzed deductively based on the six competencies. The findings showed different patterns across the three approaches and measurement points. Significant between-group differences were identified for entrepreneurial knowledge at both post-tests and for career adaptability, teamwork, networking, and average competency at the delayed post-test. The qualitative findings also showed that participants believed experiential and collaborative activities helped improve some of their entrepreneurial competencies.
Entrepreneurship education (EE) in higher education (HE) is vital for enhancing students’ professional preparation, innovative capacity, and adaptability in constantly changing socioeconomic situations. Previous work emphasizes the relevance of theoretical foundations in EE, but little emphasis has been paid to how learning theories are referenced and translated into entrepreneurship curriculum design. In response, this systematic study reviews 39 peer-reviewed articles published between 2013 and 2025 to map how learning theory is referenced and operationalized in EE curriculum design. The review, guided by the TCCM (Theory, Context, Characteristics, Methodology) framework, maps patterns of theoretical engagement and highlights areas where clear links between theory and curricular design are articulated. We find that 64
Recent literature shows that integrating entrepreneurial thinking into STEM education is crucial. However, a gap remains in how entrepreneurial thinking is integrated and how interventions are implemented, specifically in higher education contexts. Current study examines women undergraduate STEM students’ perspectives and experiences related to a targeted entrepreneurial thinking intervention implemented within the SUSTAIN (STEM Talent Acceleration Initiative) program at a private university in the United States. A pre-post design was employed, with data collected through surveys, including STEM Entrepreneurial Career Development measure (SECDM), open-ended survey questions and semi-structured interviews. Six undergraduate students completed the pre- and post-intervention surveys, and five of them also participated in semi-structured interviews grounded in Social Cognitive Career Theory (SCCT) constructs. Survey data were analyzed using descriptive statistics and the Wilcoxon signed-rank test, and interview data were analyzed using thematic analysis. The results showed an improvement in participants’ SECDM scores, as well as a change in their perspectives towards STEM entrepreneurship. The Wilcoxon test showed the improvement was not statistically significant (p = .058). Given the small sample size, these findings should be considered exploratory. In addition, thematic analysis of the interviews identified six themes regarding to perceptions on STEM entrepreneurship, including growth in entrepreneurial interest, increased knowledge and awareness, and barriers.
Entrepreneurship education (EE) plays an integral role in preparing individuals for entrepreneurship and is therefore instrumental in driving economic and social development. Yet, several factors confront and challenge the institutionalization of EE within Technical and Vocational Education and Training institutions (TVETIs) across the Caribbean. To better understand these challenges, we undertook a multi-method qualitative study comprising 13 individual interviews with TVET administrators, including the Chief Executive Officer of the national TVET regulatory body, and 11 focus group discussions with 55 instructors (68 participants in total), complemented by analysis of eight institutional documents across four TVETIs in Trinidad and Tobago. Using Braun and Clarke’s (2006) inductive thematic analysis approach to analyze the participants’ experiences and perspectives, we found that, rather than a uniform absence of EE, the four TVETIs displayed uneven and partial institutionalization, ranging from no formal provision to optional, non-core offerings. Drawing on institutional theory, we explain this variation through three interrelated themes: stigma, curriculum and teaching inadequacies, and institutional inadequacies. We further theorize stigma as a mechanism that erodes the legitimacy of TVET, weakening political and financial priority, constraining curriculum investment, and leaving EE dependent on the discretion of individual instructors. These findings carry implications for TVETIs and Caribbean governments, as reducing TVET-related stigma requires intentional, decisive leadership at both the institutional and governmental levels. Political interference in TVETIs management must be minimized, institutional autonomy strengthened, and curricula reformed to position EE as an indispensable component of TVET programs.
