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Open research questions in Vocational and Entrepreneurial Education

25 unresolved questions extracted from the limitations and future-work sections of 421 Vocational and Entrepreneurial Education papers in our library. Each links back to the study that raised it.

What the literature leaves open

  • “During my internship at an insurance company, I found that the 15-week period was insufficient to gain a comprehensive understanding of the company and its operations. It is important to note that theoretical knowledge alone is insufficient. We recognized that it was insufficient in this regard.

    3 + 1 Stakeholder Views on Vocational Internship Training Model · 2026 · DOI

  • other scientific paradigms within which other research methods, which are still insufficiently present, could be used in the research of this issue. In further research on this issue, in order to generalize the obtained results as well as possible, all the study programs conducted at the University of Osijek could be analyzed, because during the writing of this study, some new study programs were launched at the University of Osijek.

    Analysis of the orientation of study programs towards the labour market through the prism of entrepreneurial competencies · 2026 · DOI

  • Based on the findings of the study, the following recommendations are made: • TVET institutions should live project-based training into CNC machining…

    Effect of Live Project-Based Training on Trainees’ Competence in CNC milling Programming in TVET Institutions in Central Kenya · 2026 · DOI

  • However, RBV theory emphasizes that resource ownership alone is insufficient; internal capabilities are required to manage these resources, with the locus of control serving as a psychological capacity that mediates the translation of digital resources into strategic intent.

    Pengaruh Digital Literacy terhadap Entrepreneurial Intention melalui Locus of Control (Studi pada Mahasiswa Akuntansi) · 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.

    Learners’ Entrepreneurial Skill and Performance · 2026 · DOI

  • The research has not yet explored the psychological mechanisms or mediation processes that explain how the PjBL-EPLC model with Deep Learning affects critical thinking and entrepreneurial attitudes. Mediation or moderation analyses could provide deeper understanding of variables that facilitate or inhibit model effectiveness.

    The Effect of the Project-Based Learning Model Based on Entrepreneurship Professional Learning Community (PJBL-EPLC) with a Deep Learning Approach on Enhancing Critical Thinking Skills and Entrepreneurial Attitudes · 2026 · DOI

  • Originality/value Research on the intention to establish a start-up business that simultaneously considers attitude, PBC, entrepreneurial competence, financial access, lecture service quality, curriculum program, extracurricular activity and institutional support is still scarce in the literature.

    The business students' intention to establish a start-up company: the role of higher education-related factors · 2024 · DOI

  • There are still significant obstacles, especially related to the work culture that is applied not in accordance with the procedures of business and industry (DUDI), educators who have not understood the culture of DUDI, facilities, and infrastructure that do not meet the DUDI standards, the cooperation between SMK and DUDI is still weak, and the regulation of the Supreme Audit Agency (BPK) which requires the use of state-owned goods as a form of state income.

    IMPLEMENTATION OF EDUPRENEURSHIP THROUGH THE TEACHING FACTORY IN VOCATIONAL HIGH SCHOOL OF HOTEL ACCOMMODATION: CASE STUDY AT SMK N 6 YOGYAKARTA · 2018 · DOI

  • However, the findings remain limited to respondents’ perceptions and do not directly measure program effectiveness, business sustainability, or regional economic impact.

    Stakeholder Perceptions of the Pentahelix Model in the WMK-MBKM Program at Manado State Polytechnic · 2026 · DOI

  • Reliance on self-report instruments to measure entrepreneurial attitudes may introduce social desirability bias. Multiple methods such as behavioral observation, portfolio assessment, or peer assessment could provide stronger data triangulation.

    The Effect of the Project-Based Learning Model Based on Entrepreneurship Professional Learning Community (PJBL-EPLC) with a Deep Learning Approach on Enhancing Critical Thinking Skills and Entrepreneurial Attitudes · 2026 · DOI

  • The relatively short research duration (6 meetings over 3 weeks) may not fully capture the long-term impacts of the model on changes in student attitudes and behaviors. Longitudinal research is needed to explore the sustainability of treatment effects and transfer of learning to other contexts.

    The Effect of the Project-Based Learning Model Based on Entrepreneurship Professional Learning Community (PJBL-EPLC) with a Deep Learning Approach on Enhancing Critical Thinking Skills and Entrepreneurial Attitudes · 2026 · DOI

  • The quasi-experimental design and purposive sampling limit the ability to generalize results to broader populations, as contextual factors such as school characteristics, learning culture, and school management support may influence implementation in different settings.

    The Effect of the Project-Based Learning Model Based on Entrepreneurship Professional Learning Community (PJBL-EPLC) with a Deep Learning Approach on Enhancing Critical Thinking Skills and Entrepreneurial Attitudes · 2026 · DOI

  • There seems to be interestamong students in learning entrepreneurship andpursuing such a career, however, institutionalsupport is lacking significantly in case ofBangladesh.

    Entrepreneurship Education at Tertiary Level in Bangladesh · 2018

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25 open questions have been extracted from the limitations and future-work passages of 421 Vocational and Entrepreneurial Education papers in our library. Each one below links back to the study that raised it, so you can read the original claim in context.

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