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<p>Despite facing significant socio-economic inequalities and environmental challenges, the importance of entrepreneurial education programs for developing socially responsible and sustainability-oriented attitudes in youth is increasingly critical for South Africa. This paper explores the impact of entrepreneurial education programs on the awareness of, and attitudes toward, social responsibility and sustainability among South African youth. Using a mixed-method approach, we surveyed 600 university students about their awareness of programs and participants about their experiences from 25 interviews in Gauteng, Western Cape, and KwaZulu-Natal. While the results indicate the widespread challenges faced by students, experiential learning via entrepreneurial curricula has a positive relationship with pro-social/sustainability-mindedness. The data indicated that experiential learning, a values-based pedagogy, and dynamic engagements surrounding challenges within a real-world context significantly grounded youth to social and ecological priorities. This paper demonstrates the potential of entrepreneurship education as a transformative practice, contributes to the emerging scholarship on entrepreneurship as a transformative education practice, and makes recommendations for policymakers to expand momentum for embedding sustainability within entrepreneurship education practices.</p>

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Bridging innovation and ethics: entrepreneurship education as a catalyst for youth-led social transformation in South Africa

  • 期刊论文

  • 发表日期：

    2026年5月8日

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  • Oluranti Olukemi Sangodoyin,
  • Khulekani Sibanda,
  • Wilson Mabhanda

摘要

Despite facing significant socio-economic inequalities and environmental challenges, the importance of entrepreneurial education programs for developing socially responsible and sustainability-oriented attitudes in youth is increasingly critical for South Africa. This paper explores the impact of entrepreneurial education programs on the awareness of, and attitudes toward, social responsibility and sustainability among South African youth. Using a mixed-method approach, we surveyed 600 university students about their awareness of programs and participants about their experiences from 25 interviews in Gauteng, Western Cape, and KwaZulu-Natal. While the results indicate the widespread challenges faced by students, experiential learning via entrepreneurial curricula has a positive relationship with pro-social/sustainability-mindedness. The data indicated that experiential learning, a values-based pedagogy, and dynamic engagements surrounding challenges within a real-world context significantly grounded youth to social and ecological priorities. This paper demonstrates the potential of entrepreneurship education as a transformative practice, contributes to the emerging scholarship on entrepreneurship as a transformative education practice, and makes recommendations for policymakers to expand momentum for embedding sustainability within entrepreneurship education practices.