03/07/2026
The importance of Entrepreneurial Education.
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https://www.sciencedirect.com/science/article/abs/pii/S147281172500014X
Introduction
Student entrepreneurship has emerged as a powerful driving force for economic growth and societal transformation in recent years (OECD| European Commission, 2021; O’Brien & Hamburg, 2019). Studies and reports have recognized the increasing prevalence of student-run businesses in the entrepreneurial realm: recent findings from the Global Entrepreneurship Monitor (GEM) show that young adults aged 18–34 are actively involved in entrepreneurship, with approximately 11% pursuing entrepreneurial ventures (Bosma et al., 2020; Singer et al., 2019). Notably, a considerable portion of this demographic comprises students (OECD/European Commission, 2021).
As students venture into the entrepreneurial landscape, they not only foster innovation but also create substantial value across economic, social, and environmental spheres (Crick & Crick, 2024; Fayolle & Gailly, 2013). By embracing a holistic view of entrepreneurship, these young innovators are redefining the essence of value, often stretching beyond the traditional business objectives (Halberstadt, Timm, Kraus, & Gundolf, 2019; Fayolle & Gailly, 2013) being crucial in addressing sustainability challenges globally (Haertle et al., 2017).
The significant impact of student entrepreneurs underscores the pivotal role of Entrepreneurial Education (EE) in nurturing entrepreneurial qualities that embrace challenge, innovation, and adaptability (Pittaway & Cope, 2007a, 2007b; Volkmann & Tokarski, 2009). Indeed, EE allows blending academic knowledge with practical entrepreneurship, effectively bridging the transition from the classroom to the dynamic world of business (Leydesdorff et al., 2014), creating enriched ecosystems that advocate for innovation, interdisciplinary endeavours, and a culture of risk-taking (Metcalfe & Ramlogan, 2008). While the influence of EE is evident across educational spectra, assessing its actual impact is not straightforward. Indeed, mostly over the past decade, EE literature has expanded, but not without challenges (Gibb, 2002; Kuratko, 2005; Nabi, Liñán, Fayolle, Krueger, & Walmsley, 2017; Pittaway & Cope, 2007a). A gap persists in the literature regarding the specific contributions of EE in developing entrepreneurial qualities (Matlay, 2005, Matlay, 2008). This gap is particularly pronounced given the rapid evolution of pedagogical techniques and the fluid nature of entrepreneurship, which necessitates an adaptive approach to educational strategies (Fayolle & Gailly, 2015; Neck & Greene, 2011).
The literature presents a fragmented view of EE, characterised by varied definitions and inconsistent metrics for assessing its impact, ranging from entrepreneurial intentions to venture creation and skill development (Carpenter & Wilson, 2021; Krueger et al., 2000; Neck & Greene, 2011; Rasmussen & Sørheim, 2006). The varied metrics and methods used to assess the effectiveness of EE highlight a challenge in pinpointing the desired outcomes of education, particularly concerning competencies (Tittel & Terzidis, 2020). Although there has been a longstanding emphasis on skill enhancement through EE (e.g. Caggiano et al., 2016; Bell, 2013; Lackéus, 2015), there remains an unclear understanding of which skills can realistically be developed within an educational setting and that underpin entrepreneurial value creation and sustainable development (Nabi et al., 2017; Secundo et al., 2017). This ambiguity in defining EE's objectives further complicates the formulation of effective pedagogical strategies that are aimed at cultivating a mindset geared towards innovation, adaptability, and the ability to seize opportunities (Leydesdorff et al., 2014). In other words, there is still a lack of clarity on both what competencies EE should aim to develop and how educators can effectively do so. This dual uncertainty leads us to the central questions of our study: “What constitutes the principal learning outcomes, specifically in terms of the skills that EE aims to cultivate in students?” and “How can EE effectively enhance these skills through specific learning approaches, interventions, and tools?”.
This paper aims to respond to these inquiries, by accomplishing two primary objectives: first, the research begins by identifying traits that have garnered extensive discourse in the realm of EE literature which represent essential entrepreneurial competencies in an education setting, hereafter referred to as “Entrepreneurial Drivers (EDs)." The identification of EDs will be conducted in the initial phase of our study, specifically during the scoping process. This phase involves an extensive examination of pertinent academic databases and digital libraries, employing precise search terms related to entrepreneurial education and its various dimensions, aiming to synthesize a comprehensive view of the terms and constructs prevalent in the field of EE (Tranfield et al., 2003). Second, the study delves into the significant role of EE in not only directing students towards initiating ventures but, more importantly, in nurturing these EDs, which will represent our crucial learning outcomes. Such competencies are applicable across various contexts, from startups to well-established organizations, extending their impact beyond traditional entrepreneurial settings (Shane, S. & Venkataraman, S. 2000; Neck, H. M. & Greene, P. G. 2011; Fayolle, A. & Gailly, B. 2015). This stage of our review will delve into the mechanisms through which EE activates and nurtures the EDs by analysing the EE interventions and pinpointing the pedagogical practices highlighted in the literature as the most effective in enhancing key EDs. This exploration is crucial for comprehending how EE contributes to the cultivation of responsible and sustainable business leaders by embedding essential skills through innovative teaching methods and pedagogical frameworks (Laasch, Moosmayer, & Antonacopoulou, 2023).
To achieve its objectives, this study employs a Systematic Literature Review (SLR) methodology with a confirmatory lens (Alaghehband, Rivard, Wu, & Goyette, 2011; Chang, Cheung, & Lai, 2005). Unlike traditional literature reviews, this confirmatory SLR aims to critically evaluate existing empirical research (Alaghehband et al., 2011; Chang et al., 2005; Tranfield et al., 2003), identifying and scrutinising a range of innovative and traditional educational strategies and tools that have been empirically proven to develop entrepreneurial competencies. This rigorous approach is essential for offering a clear, evidence-based perspective on EE's impact, providing a foundation for actionable recommendations.
Ultimately, this research intends to offer a guide to achieve educational outcomes able not only to enhance the potential for successful entrepreneurial ventures but also to cultivate a culture of innovation, adaptability, and strategic problem-solving across various contexts. We aim to support the broader goals of sustainable economic development and societal progress, ensuring that future generations are well-equipped to navigate and thrive in an increasingly complex and dynamic environment.
