Abstract
Entrepreneurial education is essential for promoting an entrepreneurial culture, stimulating socio-economic development, and fostering innovation in all countries. In the academic literature, experiential learning, which integrates experience into educational processes, is considered an effective approach to developing entrepreneurial skills. Transformative learning, on the other hand, focuses on changing students' thinking structures and beliefs by providing new reference systems. This is essential to stimulate new perspectives on entrepreneurship and to prepare future professionals for a highly volatile scenario. Despite the amount of research on entrepreneurial education, its application in vocational education is still under-researched and many studies are not based on consolidated learning theories. In view of this, the main objective of this research is to develop a support structure for entrepreneurial education in the context of Brazilian public vocational and technological education. The research adopted the Educational Design Research method, characterized by a theoretical and contextual orientation, focused on problem solving. The data collection techniques promoted co-creation among the participants. As a result, the research proposes a four-dimensional structure that integrates a shared vision of entrepreneurship, integrated educational practices, internal and external relationships, and related support processes.
Author Information
Fabiana de Agapito Kangerski, Federal University of Santa Catarina, Brazil
Andreia de Bem Machado, Federal University of Santa Catarina, Brazil
Gertrudes Aparecida Dandolini, Federal University of Santa Catarina, Brazil
Paper Information
Conference: BCE2024
Stream: Educational policy
This paper is part of the BCE2024 Conference Proceedings (View)
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To cite this article:
Kangerski F., Machado A., & Dandolini G. (2025) Framework for Entrepreneurial Education: Integrating Experiential and Transformative Learning in Vocational Institutions ISSN: 2435-9467 – The Barcelona Conference on Education 2024: Official Conference Proceedings (pp. 983-997) https://doi.org/10.22492/issn.2435-9467.2024.83
To link to this article: https://doi.org/10.22492/issn.2435-9467.2024.83
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