Presenting a Paradigmatic Model for Entrepreneurial Schools in Lower Secondary Education

Abstract

Entrepreneurship education has a significant impact on entrepreneurial success and, consequently, on the economic growth of societies. The primary goal of an entrepreneurial school is to provide entrepreneurship education, cultivate entrepreneurial skills, and develop entrepreneurial characteristics. By fostering these skills at the lower secondary level, it is possible to prepare future generations of capable, creative, and innovative individuals in various social, cultural, political, and economic dimensions. The main objective of this study is to present a paradigmatic model for entrepreneurial schools in lower secondary education. This research is applied in terms of purpose and employs a descriptive-analytical approach. The research method is qualitative. The statistical population includes academic experts in entrepreneurship and educational management, as well as executive directors in the education sector. Using the snowball sampling method and theoretical saturation, 12 participants were selected. The data collection tool was a semi-structured interview based on theoretical foundations. The data analysis was conducted using the grounded theory method. The study results indicate that causal factors include "the labor market’s demand for entrepreneurial skills, rapid technological advancements, structural economic transformations and reductions in public-sector employment, the education system’s emphasis on innovation and creativity development, and the increasing global competition in the labor market." Strategic factors include "developing curricula centered on entrepreneurship, organizing hands-on and project-based workshops led by entrepreneurial mentors, employing participatory teaching methods and business simulations, strengthening collaboration between schools and local communities, and providing school-based support for entrepreneurial initiatives." Core factors include "establishing an entrepreneurial culture in schools and entrepreneurship education." Intervening factors include "public and private sector participation in educational programs, specialized training programs for teachers, access to financial resources for entrepreneurial projects, support for networking and professional connections, psychological support for students, and fostering an entrepreneurial culture within schools." Contextual factors include "family culture in supporting entrepreneurship, the economic and social status of the region, technological infrastructure in schools, the presence of supportive policies and regulations for educational entrepreneurship, and access to career counseling and guidance services." The study's outcomes include "enhancing problem-solving and decision-making skills, strengthening self-confidence and self-efficacy, increasing the tendency toward entrepreneurship and innovation, improving social relationships and teamwork abilities, and raising financial and economic awareness."