An Experiential Learning Framework for Teacher Entrepreneurship Education

Abstract

In the context of global education where entrepreneurship is regarded as a core competence, equipping future teachers with this capacity still lacks a specialized methodological framework. This study constructs an experiential learning framework for teacher entrepreneurship education to shift the training orientation from a narrow, commercial business-oriented approach to the development of a broad entrepreneurial mindset suitable for the educational context and the teaching profession. The study employs a qualitative methodology based on systematic theoretical analysis-synthesis and conceptual modelling. It analyses and dialectically integrates three core theoretical pillars—David Kolb’s Experiential Learning Theory, the EntreComp/EntreCompEdu competence frameworks, and constructivist theory—to establish the principles of learning environment design and cycle operation. The research findings propose an integrated Experiential Learning Framework for Teacher Entrepreneurship Education consisting of three organically linked components: (1) a constructivist experiential pedagogical learning environment; (2) an adaptive four-stage teacher entrepreneurship experiential cycle (comprising concrete pedagogical experience, pedagogical reflection, abstract conceptualisation of teaching principles, and active experimentation in entrepreneurial lesson design); and (3) defined competency outcomes for entrepreneurial pedagogy (incorporating an educational innovation mindset, facilitation of experiential learning, and risk management and resilience). The study successfully addresses the theoretical gap regarding the development of specialized entrepreneurial competencies for pre-service teachers. The proposed framework provides a robust scientific tool to help teacher education institutions reform their curricula, equipping future educators with the necessary capacities to become active learning facilitators who lead educational innovation.