The development of entrepreneurial mindsets and competencies is a key differentiator of entrepreneurship education, yet traditional, individualist, functional approaches to entrepreneurship education

The gap

Consensus across the literature

Supporting evidence — 7 representative gaps

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

  Although this study provides novel evidence on the dispositional profile associated with entrepreneurial self- perception 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. limitations and approximate (iii) better and the the use of limitation concerns Second, regarding the artificial intelligence component, an IBM Watson important

  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) · 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. Interdisciplinary Perspectives,

  Keywords: entrepreneurial education entrepreneurship school based senior high students teachers activities competency achievement learning recommendations strengthen
• Learners’ Entrepreneurial Skill and Performance (2026) · 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. Journal of Developmental Entrepreneurship, 12(4), 1

  Keywords: entrepreneurship education entrepreneurial learning ijfmr schools activities journal learners performance future theory practice oecd publishing
• A Study on Entrepreneurial Mindset, Entrepreneurial Education, Entrepreneurial Support, and Entrepreneurial Intent Among Students (2026) · doi

  The study has certain limitations that should be considered while interpreting the findings. Firstly, the research was conducted on a limited number of respondents, which may not fully represent the opinions of all students. Secondly, the study is based on responses collected through questionnaires, and therefore the findings depend on the honesty, understanding, and perceptions of the respondents. In addition, the study focused only on selected variables such as entrepreneurial mindset, entrepreneurial education, entrepreneurial support, and entrepreneurial intent, while other influencing factors were not included. Due to limited time and resources, the study could not cover a wider geographical area or larger respondent base. CONCLUSION The present study, “A Study on Entrepreneurial Mindset, Entrepreneurial Education, Entrepreneurial Support, and Entrepreneurial Intent among Students,” concludes that entrepreneurial mindset, entrepreneurial education, and entrepreneurial support significantly influence entrepreneurial intent among students. The findings revealed that students with stronger entrepreneurial mindset qualities such as creativity, confidence, innovation, and risk-taking ability are more likely to develop entrepreneurial intent. The study also found that entrepreneurship education plays an important role in improving entrepreneurial knowledge, awareness, and business-related skills among students. Similarly, entrepreneurial support from family, educational institutions, mentors, and society positively encourages students toward entrepreneurship and self-employment opportunities. Overall, the findings indicate that supportive entrepreneurial environments, practical entrepreneurial education, and innovation-based learning can help strengthen entrepreneurial intent among students. Therefore, educational institutions © Author(s). This work is peer-reviewed, openly published, and permanently archived This article is openly accessible and reusable with proper attribution. https://ijsmt.org/ , Email: [email protected] 10 International Journal of Science, Strategic Management and Technology Volume 02 Issue 05 May-2026 | ISSN: 3108-1762 (Online) | Impact Factor: 3.8 An International, Peer-Reviewed, Open Access Scholarly Journal Indexed in recognized academic databases and policymakers should focus on promoting entrepreneurship education and entrepreneurial support systems to encourage future entrepreneurs. FUTURE SCOPE 1. Future studies can be conducted with a larger sample size for better and more generalized findings. 2. Additional factors such as personality traits, financial support, and gove

  Keywords: entrepreneurial students education support intent mindset among entrepreneurship future conducted limited respondents based factors larger
• Meta-Analyzing Experiential Game-Based Learning in Entrepreneurship Education (2025) · doi

  While existing literature provides rich taxonomies of GBL tools and learning intentions, there is a gap in understanding how differing instructional approaches shape entrepreneurial competence development—particularly in terms of depth, engagement, and transferability of knowledge and skills.

  Keywords: existing literature provides rich taxonomies tools learning intentions there understanding differing instructional approaches shape entrepreneurial
• Usefulness of Practice-Based Pedagogical Approaches for Nascent Student Entrepreneurs (2023) · doi

  Under the assumption that strong attitudes and intentions are prerequisites for becoming nascent entrepreneurs, the present results suggest that specific content training coupled with pedagogical approaches adapted based on progress in the entrepreneurial process benefits those with insufficient knowledge and ESE as they work to develop their entrepreneurial ideas.

  Keywords: entrepreneurial assumption strong attitudes intentions prerequisites becoming nascent entrepreneurs present suggest specific content training coupled
• Flashmob: A Heutagogical Tool for Social Learning in Entrepreneurship Education (2021) · doi

  The development of entrepreneurial mindsets and competencies is a key differentiator of entrepreneurship education, yet traditional, individualist, functional approaches to entrepreneurship education do not adequately support this and appropriate tools and techniques remain unclear.

  Keywords: entrepreneurship education development entrepreneurial mindsets competencies differentiator traditional individualist functional approaches adequately support appropriate tools