Impact of Entrepreneurial Competence on Education for Sustainable Development in the 21st Century

Entrepreneurial competence is a key element in education for fostering innovative and sustainable learning, enabling teachers and students to address 21st-century challenges. Through a validated questionnaire, this quantitative observational study examines the perceptions of 623 education profession...

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Authors: Gracia Zomeño, Andrea, García-Toledano Mayoral, Eduardo, García Perales, Ramón, Palomares Ruiz, Ascensión
Format: article
Publication Date:2025
Country:España
Institution:Universidad de Castilla-La Mancha
Repository:RUIdeRA. Repositorio Institucional de la UCLM
OAI Identifier:oai:ruidera.uclm.es:10578/42791
Online Access:https://doi.org/10.3390/world6020037
https://hdl.handle.net/10578/42791
Access Level:Open access
Keyword:Education for sustainable development
Entrepreneurial competence
Entrepreneurial education
Teacher entrepreneurs
Teacher perception
Teacher training
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spelling Impact of Entrepreneurial Competence on Education for Sustainable Development in the 21st CenturyGracia Zomeño, AndreaGarcía-Toledano Mayoral, EduardoGarcía Perales, RamónPalomares Ruiz, AscensiónEducation for sustainable developmentEntrepreneurial competenceEntrepreneurial educationTeacher entrepreneursTeacher perceptionTeacher trainingEntrepreneurial competence is a key element in education for fostering innovative and sustainable learning, enabling teachers and students to address 21st-century challenges. Through a validated questionnaire, this quantitative observational study examines the perceptions of 623 education professionals regarding their abilities and attitudes to develop entrepreneurial competence across key dimensions, such as organizing, leadership, communication, evaluation, team coordination, initiative, independence, and motivation. The results show that women (compared to men), professionals with managerial roles (compared to classroom teachers), and older teachers with more experience (compared to younger teachers with less experience) perceive themselves as being more competent in the skills that make up entrepreneurial competence. However, this study also identifies a widespread lack of entrepreneurial training across all demographic and professional groups, highlighting a systemic gap in teacher training for entrepreneurial education. These findings highlight the urgent need to design and implement teacher training programs that address entrepreneurship as a key competence closely linked to sustainable education. This study also recommends promoting educational policies that foster interdisciplinary collaboration and innovation among teachers to create more inclusive, transformative, and sustainable learning environments.MDPI202520252025info:eu-repo/semantics/articleapplication/pdfapplication/pdfhttps://doi.org/10.3390/world6020037https://hdl.handle.net/10578/42791reponame:RUIdeRA. Repositorio Institucional de la UCLMinstname:Universidad de Castilla-La ManchaInglés2022-GRIN-34408info:eu-repo/semantics/openAccessoai:ruidera.uclm.es:10578/427912026-05-27T07:36:41Z
dc.title.none.fl_str_mv Impact of Entrepreneurial Competence on Education for Sustainable Development in the 21st Century
title Impact of Entrepreneurial Competence on Education for Sustainable Development in the 21st Century
spellingShingle Impact of Entrepreneurial Competence on Education for Sustainable Development in the 21st Century
Gracia Zomeño, Andrea
Education for sustainable development
Entrepreneurial competence
Entrepreneurial education
Teacher entrepreneurs
Teacher perception
Teacher training
title_short Impact of Entrepreneurial Competence on Education for Sustainable Development in the 21st Century
title_full Impact of Entrepreneurial Competence on Education for Sustainable Development in the 21st Century
title_fullStr Impact of Entrepreneurial Competence on Education for Sustainable Development in the 21st Century
title_full_unstemmed Impact of Entrepreneurial Competence on Education for Sustainable Development in the 21st Century
title_sort Impact of Entrepreneurial Competence on Education for Sustainable Development in the 21st Century
dc.creator.none.fl_str_mv Gracia Zomeño, Andrea
García-Toledano Mayoral, Eduardo
García Perales, Ramón
Palomares Ruiz, Ascensión
author Gracia Zomeño, Andrea
author_facet Gracia Zomeño, Andrea
García-Toledano Mayoral, Eduardo
García Perales, Ramón
Palomares Ruiz, Ascensión
author_role author
author2 García-Toledano Mayoral, Eduardo
García Perales, Ramón
Palomares Ruiz, Ascensión
author2_role author
author
author
dc.subject.none.fl_str_mv Education for sustainable development
Entrepreneurial competence
Entrepreneurial education
Teacher entrepreneurs
Teacher perception
Teacher training
topic Education for sustainable development
Entrepreneurial competence
Entrepreneurial education
Teacher entrepreneurs
Teacher perception
Teacher training
description Entrepreneurial competence is a key element in education for fostering innovative and sustainable learning, enabling teachers and students to address 21st-century challenges. Through a validated questionnaire, this quantitative observational study examines the perceptions of 623 education professionals regarding their abilities and attitudes to develop entrepreneurial competence across key dimensions, such as organizing, leadership, communication, evaluation, team coordination, initiative, independence, and motivation. The results show that women (compared to men), professionals with managerial roles (compared to classroom teachers), and older teachers with more experience (compared to younger teachers with less experience) perceive themselves as being more competent in the skills that make up entrepreneurial competence. However, this study also identifies a widespread lack of entrepreneurial training across all demographic and professional groups, highlighting a systemic gap in teacher training for entrepreneurial education. These findings highlight the urgent need to design and implement teacher training programs that address entrepreneurship as a key competence closely linked to sustainable education. This study also recommends promoting educational policies that foster interdisciplinary collaboration and innovation among teachers to create more inclusive, transformative, and sustainable learning environments.
publishDate 2025
dc.date.none.fl_str_mv 2025
2025
2025
dc.type.none.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv https://doi.org/10.3390/world6020037
https://hdl.handle.net/10578/42791
url https://doi.org/10.3390/world6020037
https://hdl.handle.net/10578/42791
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv 2022-GRIN-34408
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv MDPI
publisher.none.fl_str_mv MDPI
dc.source.none.fl_str_mv reponame:RUIdeRA. Repositorio Institucional de la UCLM
instname:Universidad de Castilla-La Mancha
instname_str Universidad de Castilla-La Mancha
reponame_str RUIdeRA. Repositorio Institucional de la UCLM
collection RUIdeRA. Repositorio Institucional de la UCLM
repository.name.fl_str_mv
repository.mail.fl_str_mv
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score 15,198674

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