Current entrepreneurship education focuses on skills

The gap

Evidence profile

Sourced from the limitations and recommendations and inline gaps and future work of the source papers, classified as general, spanning 7 journals.

Supporting evidence — 8 representative gaps

• Personality traits in female entrepreneurship: AI-based assessment vs. self-perception biases and tailored educational intervention (2026) · Frontiers in Education · doi

  Although this study provides novel evidence on the dispositional profile associated with entrepreneurial selfperception in higher education and introduces methodological innovation through AI/NLP, it presents several limitations that must be considered when interpreting its findings. First, in relation to the conceptual and measurement framework, we acknowledge ongoing debate regarding the explanatory power of the Big Five model in entrepreneurship (Laouiti et al., 2022), largely attributable to measurement strategies rather than the theoretical framework itself. Self-report instruments may introduce method variance (social desirability, response styles) and offer limited granularity for capturing interdependencies among facets, contributing to inconclusive results in some studies. In this work, we employed the Big Five as a common language and conceptual organizer (Chernyshenko et al., 2018; Kankaraš and Suárez-Álvarez, 2019; OECD, 2024) and triangulated measures combining self-report (EMP) with AI/NLP-based inference from extensive text (35 facets), aiming to (i) attenuate biases inherent to self-reporting, (ii) model the multivariate patterns, relationship between traits and entrepreneurial self-perception, also considering potential gender differences reported in the literature (Laouiti et al., 2022). However, this approach does not should be fully eliminate measurement interpreted with caution.

  generallimitationsevidence 5/5
  Keywords: self measurement entrepreneurial perception limitations conceptual framework regarding five model laouiti report facets provides novel
• Entrepreneurial competencies and motivation for entrepreneurial venture among senior high school students (2026) · International Journal of Education Learning and Pedagogical Sciences (INJELPS) · doi

  Based on the findings of the study, the following recommendations were proposed to strengthen entrepreneurial competencies and motivation for entrepreneurial venture among Senior High School students. These recommendations focused on practical strategies that may be adopted by teachers, school administrators, curriculum planners, and education leaders to enhance entrepreneurship education in the Philippine context. • • • • • Senior High School teachers may strengthen students’ adaptability by integrating simulations, product revision tasks, customer feedback activities, and short-term entrepreneurial projects into entrepreneurship classes, as adaptability was identified as the weakest competency. School administrators may establish partnerships with entrepreneurship organizations such as Go Negosyo Youthpreneur to provide mentoring, entrepreneurial talks, and pitching activities that enhance students’ need for achievement, interpersonal skills, and risk-taking (Go Negosyo, 2025). Schools may adopt experiential learning programs such as Junior Achievement Philippines’ Entrepreneurial Skills Pass (ESP) or mini-company activities to provide hands-on entrepreneurial experiences that develop multiple competencies simultaneously (Junior Achievement of the Philippines, Inc., n.d.). Curriculum developers and education leaders may design and implement competency-based entrepreneurship curricula that integrate experiential, collaborative, and real-world learning approaches aligned with national education goals. Teacher education institutions may incorporate entrepreneurship pedagogy and competency-based instruction into pre-service and in-service training programs to better equip teachers in facilitating entrepreneurial learning. REFERENCES Al Lawati, E. H., Jumaan, I. A., Kohar, U. H. A., & Tarhini, A. (2026). Entrepreneurial intention revisited: The roles of entrepreneurship education, entrepreneurial culture, and social media usage. The International Journal of Management Education, 24(1), Article 101288. https://doi.org/10.1016/j.ijme.2025.101288 Apolonio, M. D. (2025). The role of personal characteristics on the entrepreneurial competence of the senior high 473–482.

  generalrecommendationsevidence 5/5
  Keywords: entrepreneurial education entrepreneurship school based senior high students teachers activities competency achievement learning recommendations strengthen
• Learners’ Entrepreneurial Skill and Performance (2026) · International Journal For Multidisciplinary Research · doi

  In light of the findings and conclusions of the study, it is recommended that school administrators and the Schools Division of Antique continue to strengthen entrepreneurship education programs by integrating more practical and experiential learning activities such as business simulations, school-based enterprises, and project-based learning. IJFMR26037911 Volume 8, Issue 3, May-June 2026 4 International Journal for Multidisciplinary Research (IJFMR) E-ISSN: 2582-2160 ● Website: www.ijfmr.com ● Email: [email protected] Teachers are encouraged to utilize innovative and learner-centered instructional strategies that enhance creativity, innovation, and problem-solving skills among learners. Learners should also be provided with more opportunities to participate in real-life entrepreneurial tasks and activities to further develop their entrepreneurial competencies and performance. Schools may also conduct training programs, seminars, and mentorship activities that support entrepreneurial skill development among learners. Lastly, future researchers may conduct similar studies incorporating additional variables such as entrepreneurial intention, financial literacy, and academic performance to further enrich the findings of the study. REFERENCES 1. Fayolle, A., & Gailly, B. (2018). The impact of entrepreneurship education on entrepreneurial attitudes and intention. Journal of Small Business Management, 56(1), 1–20. 2. Hisrich, R. D., Peters, M. P., & Shepherd, D. A. (2017). Entrepreneurship (10th ed.). McGraw-Hill Education. 3. Kuratko, D. F. (2016). Entrepreneurship: Theory, process, and practice (10th ed.). Cengage Learning. 4. OECD. (2020). Entrepreneurship skills and education for the future. OECD Publishing. 5. UNESCO. (2017). Education for sustainable development goals: Learning objectives. UNESCO Publishing. 6. World Economic Forum. (2020). Schools of the future: Defining new models of education for the fourth industrial revolution. WEF. 7. Bae, T. J., Qian, S., Miao, C., & Fiet, J. O. (2017). The relationship between entrepreneurship education and entrepreneurial intentions. Entrepreneurship Theory and Practice, 38(2), 217–254. 8. Lackéus, M. (2017). Measuring the impact of entrepreneurship education. OECD Publishing. 9. Liñán, F., & Fayolle, A. (2016). A systematic literature review on entrepreneurial intentions. Entrepreneurship Theory and Practice, 40(1), 1–36. 10. Moberg, K. (2018). Entrepreneurship education: A systematic review. Danish Foundation for Entrepreneurship. 11. Zhang, Y., & Zhao, Y. (2019). Entrepreneurial competencies and student performance. Education + Training, 61(3), 1–15. 12. Wilson, F., Kickul, J., & Marlino, D. (2018). Gender, entrepreneurial self-efficacy, and entrepreneurial career intentions.

  generalrecommendationsevidence 5/5
  Keywords: entrepreneurship education entrepreneurial learning ijfmr schools activities journal learners performance future theory practice oecd publishing
• Evaluating a generative AI-based pitch simulation tool: a pilot study in entrepreneurial training (2026) · Frontiers in Education · doi

  intention receiving the highest ratings. Strong inter-measure correlations indicate internal consistency among the attitudinal measures, though these associations should not be interpreted as evidence of learning impact. While Sarasvathy and Ramesh (2019) have pointed to the limitations of traditional teaching methods in entrepreneurship education, the present findings suggest that AI technologies may provide an accessible and interactive experiential learning environment. The simulator’s scalability and standardization are also consistent with concerns raised by Fox et al. (2018) regarding the high costs and resource limitations of traditional simulations. Recent experimental evidence has demonstrated that carefully structured training environments in can learning engagement (Clingingsmith et al., entrepreneurial 2022); the simulator examined here may offer an accessible alternative, though further research with controlled designs is needed to confirm these potential advantages. improvements significant lead to 4.2 Qualitative insights: strengths and challenges the benefits of a The qualitative findings complemented and nuanced the quantitative results. Participants most frequently endorsed the simulator’s value as a first exposure to realistic investor low-pressure, questioning, emphasizing judgment-free environment for iterative practice. This aligns with value-creation pedagogical approaches that learners who practice without fear of real-world consequences demonstrate improvements in both confidence and competence (Lackéus and Sävetun, 2019). Participants also identified meaningful differences between the AI interaction and a real investor meeting, particularly the rigid conversational structure and absence of spontaneity. Constructive suggestions included requests adaptive initial harshness.

  generalrecommendationsevidence 5/5
  Keywords: learning ndings simulator though evidence limitations traditional accessible environment consistent recent entrepreneurial improvements qualitative participants
• The Effect of Entrepreneurship and Craft Subject Learning, Income Expectations, and Family Environment on Entrepreneurial Interest among Eleventh-Grade Students at SMAN 1 Papar (2026) · Journal of Multidisciplinary Science: MIKAILALSYS · doi

  Variables such as entrepreneurial self-efficacy, personality traits, peer influence, digital entrepreneurship exposure, access to capital, and entrepreneurial motivation may also contribute to students’ entrepreneurial interest and should be explored in future research. Future research is recommended to involve broader samples across different educational institutions and regions and to incorporate additional variables such as entrepreneurial self-efficacy, entrepreneurial motivation, peer influence, digital literacy, and access to entrepreneurial resources.

  generalinline gapsevidence 5/5
  Keywords: entrepreneurial variables self efficacy peer influence digital access motivation future personality traits entrepreneurship exposure capital
• Active Learning for Sustainable Health and Business Innovation: Evidence from Thai Higher Education (2026) · Journal for Advancement of Marketing Education · doi

  Despite achieving its objectives, the study has several limitations that should be considered. The research was conducted within a specific higher-education setting in Thailand, which may limit the transferability of the find- Journal for Advancement of Marketing Education 12 Active Learning for Sustainable Health and Business Innovation: Evidence from Thai Higher Education ings to different cultural or institutional environments. Future studies should replicate and adjust the model across varied educational systems to examine its broader applicability. Although data were triangulated through multiple sources, the inclusion of self-reported measures introduces the possibility of response bias. Longitudinal research that tracks learners’ professional behavior, entrepreneurial activities, or sustainability practices after graduation would help determine long-term impact. Future research may also explore the integration of advanced technologies into the model. Tools such as artificial intelligence assisted feedback, immersive simulations, and real-time learning analytics could enhance engagement and provide more precise assessment. Expanding interdisciplinary collaboration among marketing, healthcare, and sustainability fields would further deepen understanding of how education can support social innovation and the development of sustainable entrepreneurial practices. CONFLICT OF INTEREST The authors declare no conflict of interest. Submitted: October 07, 2025 CDT. Accepted: May 05, 2026 CDT. Published: May 18, 2026 CDT.

  generalfuture workevidence 5/5
  Keywords: education higher marketing learning sustainable innovation journal advancement active health business evidence thai model entrepreneurial
• Role of Vocational Training in Enhancing Entrepreneurial Skill Development among Children with Intellectual Disabilities: An Empirical Study (2026) · International Journal of Education, Pedagogy and Psychology · doi

  It is recommended that vocational education programmes be redesigned to incorporate entrepreneurship education and hands-on skill training for children with ID to enhance entrepreneurial skill development among these children. Training curricula should cover communication skills, financial education, skills in information technology, marketing, business planning, innovation and problem solving, customer service and enterprise management of small enterprises. The approach to teaching should be activity based, learner https://doi.org/10.64823/ijepp.2601007 Page 85 International Journal of Education, Pedagogy and Psychology | Volume 1 | Issue 1 | 2026 centric and relate to assistive technology in order to cater to different ways of learning. Governments and educational institutions, they need to have vocational centres equipped with top-of-the-range facilities, accessible infrastructure, via which they can introduce specially trained vocational teachers, special educators, vocational psychologists, and rehabilitation specialists. Opportunities for teacher training and capacity enhancement programs should be carried out at regular intervals to enhance instruction and inclusive education practices. Collaborative partnerships between schools, industries, NGO, community businesses and financial institutions should be fostered to offer internships, apprenticeships, mentoring, market opportunities, and entrepreneurship development assistance. Policy interventions should aim to enhance the delivery of disability inclusive education and skill development activities, by ensuring that their implementation is supported with sustainable funding, monitoring and evaluation processes.

  generalrecommendationsevidence 5/5
  Keywords: education vocational skill training enhance development entrepreneurship children skills financial technology institutions opportunities inclusive recommended
• Entrepreneurial Intention in Vocational Education: Learning, Literacy, and Family Support (2026) · IJE Interdisciplinary Journal of Education · doi

  Vocational schools should redesign entrepreneurship education around authentic and sustained venture- development experiences, including opportunity mapping, product prototyping, market validation, business- model design, financial management, digital marketing, and student business incubation. Entrepreneurial literacy should be monitored through competency-based assessment rather than course completion alone. Schools should establish structured family-engagement mechanisms, including parent entrepreneurship forums, mentoring by family-business owners, and collaborative student-enterprise projects. Education authorities should support teacher professional development, industry partnerships, small-scale seed-funding schemes, and access to digital business platforms. Future research should use multi-school, longitudinal, or experimental designs; directly measure the core TPB constructs; examine the transition from intention to behavior; and test mediating or moderating mechanisms such as entrepreneurial self-efficacy, creativity, peer support, prior entrepreneurial exposure, socioeconomic status, and digital competence.

  generalrecommendationsevidence 5/5
  Keywords: business digital entrepreneurial schools entrepreneurship education development including student family mechanisms support vocational redesign around

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