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This contribution provides preliminary results relating to the evaluation of a web-based platform for cultivating a sense of initiative and entrepreneurship in compulsory education. This platform is used in Finland and abroad, and it was experimented for the first time in three Italian upper secondary schools as substitute of work experience during the COVID-19 pandemic. The article presents entrepreneurship education in Europe, and it explores the educational policies related to entrepreneurship in Italy. Next, it shows the model the platform is based on, and presents this evaluative study as multiple embedded case study: Focus groups were organized in the three classes with students and teachers, who performed a SWOT analysis on the use of platform as work experience. The analyses were subsequently validated through interviews to teachers. The explorative research questions concern: the first evaluation of the web platform; the extent this platform can be used for work experience; and possible differences of the application of the platform in the three contexts. Preliminary results suggest that the use of the platform as cross curricular subject during work experience nurtures a sense of initiative and entrepreneurship taken as key competence for lifelong learning. ; Questo contributo mostra i risultati preliminari relativi alla valutazione di una piattaforma web finlandese per lo sviluppo di un senso d'iniziativa e d'imprenditorialità in studenti della scuola secondaria superiore. Questa piattaforma è stata testata per la prima volta in tre scuole italiane in tempo di pandemia come Percorso per le Competenze Trasversali e l'Orientamento (PCTO). Si inizia introducendo l'educazione all'imprenditorialità in Europa, e si continua con le politiche educative nazionali in materia di imprenditorialità, mostrando poi il modello di competenza su cui la piattaforma si basa. Successivamente si presenta questo studio come valutazione di uno studio di caso incorporato e multiplo: nelle tre classi coinvolte si sono organizzati focus-group con studenti e insegnanti, che hanno effettuato un'analisi SWOT sull'utilizzo della piattaforma durante il PCTO; le analisi sono state successivamente validate grazie a interviste agli insegnanti. Le domande esplorative riguardano: la valutazione della piattaforma; la possibilità di utilizzarla come PCTO; e possibili differenze di applicazione emerse nei tre contesti. I primi risultati suggeriscono che l'utilizzo della piattaforma attraverso un progetto interdisciplinare sviluppa un senso d'iniziativa e d'imprenditorialità inteso come competenza chiave per l'apprendimento permanente.

The United Nations' Sustainable Development Goals (SDGs), and the European Union's strategies both set goals for solving environmental challenges faced by societies and communities. As part of solving these challenges, both the UN and the EU stress the development of entrepreneurial and innovative education. Teacher education plays a crucial role in these efforts, since teachers and teacher educators have a significant impact on educating citizens far into the future. In this research, we studied how Nordic (Finnish, Swedish, and Icelandic) primary teacher education curricula involve entrepreneurial, sustainable, and pro-environmental education. For this study, the authors analyzed the B.Ed. curricula of three academic teacher education institutions in Spring 2021. We used qualitative content analysis as our research method. According to the results, all three curricula incorporated both entrepreneurship education and sustainable development to some extent, although often not very explicitly. Given the urgency of problems such as global climate change, the educational goals and contents in these curricula related to entrepreneurial education and sustainable development are very limited. The idea of integrating environmental/sustainable and entrepreneurship education could be promoted in the future more explicitly, with these interdisciplinary educational themes emphasised more strongly in the curricula and education policies.

The United Nations' Sustainable Development Goals promote entrepreneurial competences as a means of supporting young people to innovate, start businesses, and create jobs. Furthermore, the European Union considers entrepreneurial skills to be essential in creating welfare and economic sustainability. Empowering individuals with entrepreneurship education, an entrepreneurial mindset and behaviors, are tools to develop human capital. This article explores how European policies can drive development of entrepreneurial competences by examining the case of the European Framework for Entrepreneurial Competences (EntreComp) and its integration into education and training development in different countries. With this research, we contribute education development from the practical point of view by analyzing how a cross section of actors, using EntreComp as a European framework for entrepreneurial competences, see that entrepreneurial learning has been realized and could be further supported in transnational education contexts. We will also expand the theoretical discussion of entrepreneurship education from the perspective of education sciences, as we have not previously obtained clarifying results or conclusions on how, for example, the educational change related to the development of entrepreneurship education should be implemented. The research data was collected through a case study, for which an online survey including both quantitative and qualitative approaches was conducted in 2020. Responses from 348 respondents from 47 countries were analyzed through an extended model for learning originally conceptualized by Shulman and Shulman (2004). The findings suggest that EntreComp has been widely recognized as a critical driver of competence in entrepreneurial education. However, a lack of shared vision and development of practice in the use of EntreComp can hinder the effective implementation of the framework. Thus, further support and guidance are needed in promoting the learning process of policymakers, educators, trainers, and other stakeholders, on both micro-and macro-level education design, to support successful adoption and adaptation of the policy-driven frameworks.

Publisher Copyright: © 2021 by the authors. Licensee MDPI, Basel, Switzerland. ; The United Nations' Sustainable Development Goals (SDGs), and the European Union's strategies both set goals for solving environmental challenges faced by societies and communities. As part of solving these challenges, both the UN and the EU stress the development of entrepreneurial and innovative education. Teacher education plays a crucial role in these efforts, since teachers and teacher educators have a significant impact on educating citizens far into the future. In this research, we studied how Nordic (Finnish, Swedish, and Icelandic) primary teacher education curricula involve entrepreneurial, sustainable, and pro-environmental education. For this study, the authors analyzed the B.Ed. curricula of three academic teacher education institutions in Spring 2021. We used qualitative content analysis as our research method. According to the results, all three curricula incorporated both entrepreneurship education and sustainable development to some extent, although often not very explicitly. Given the urgency of problems such as global climate change, the educational goals and contents in these curricula related to entrepreneurial education and sustainable development are very limited. The idea of integrating environmental/sustainable and entrepreneurship education could be promoted in the future more explicitly, with these interdisciplinary educational themes emphasised more strongly in the curricula and education policies. ; Peer reviewed

The United Nations' Sustainable Development Goals (SDGs), and the European Union's strategies both set goals for solving environmental challenges faced by societies and communities. As part of solving these challenges, both the UN and the EU stress the development of entrepreneurial and innovative education. Teacher education plays a crucial role in these efforts, since teachers and teacher educators have a significant impact on educating citizens far into the future. In this research, we studied how Nordic (Finnish, Swedish, and Icelandic) primary teacher education curricula involve entrepreneurial, sustainable, and pro-environmental education. For this study, the authors analyzed the B.Ed. curricula of three academic teacher education institutions in Spring 2021. We used qualitative content analysis as our research method. According to the results, all three curricula incorporated both entrepreneurship education and sustainable development to some extent, although often not very explicitly. Given the urgency of problems such as global climate change, the educational goals and contents in these curricula related to entrepreneurial education and sustainable development are very limited. The idea of integrating environmental/sustainable and entrepreneurship education could be promoted in the future more explicitly, with these interdisciplinary educational themes emphasised more strongly in the curricula and education policies.