Educational approaches “for/in/through/about (FITA)” entrepreneurship: An educational perspective

Abstract

This study aims to synthesize educational approaches FOR, IN, THROUGH, and ABOUT entrepreneurship from an educational perspective by employing a Systematic Literature Review methodology. The research seeks to collect and analyze theoretical and practical perspectives on entrepreneurship education from the SCOPUS, EBSCO, and ERIC databases covering the period between 1984 and 2017. The data set comprised research articles that met the inclusion criteria based on quality and relevance to the research objectives. The research instruments included a screening checklist and a data extraction form applied to the selected studies. The search process initially identified 120 research articles, of which 8 studies met the final selection criteria for in-depth analysis. The findings revealed that the educational approaches FOR, IN, THROUGH, and ABOUT entrepreneurship are diverse and reflect variations in learning objectives and pedagogical orientations. Each approach plays a significant role in developing learners’ entrepreneurial thinking, innovation capabilities, and adaptability to rapidly changing economic and social contexts. The synthesis further indicates that teaching goals and contextual differences substantially influence the design and outcomes of entrepreneurship education. Consequently, the study proposes an integrated conceptual framework emphasizing the importance of curriculum innovation and policy coherence to foster entrepreneurial competencies and lifelong learning among modern learners.