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<p>Entrepreneurial thinking skills are essential for fostering creativity, initiative, and risk-taking in students, preparing them for dynamic and innovation-driven economies. The present study examines the integration of entrepreneurial thinking skills and future-oriented skills into school curricula to improve creativity, initiative, and risk-taking among tenth-grade students in Muscat, Oman. Using a quasi-experimental design, the research involved experimental and control groups, with data collected through a validated Entrepreneurial Thinking Scale (ETS). Statistical analyzes, including ANCOVA and Two-Way ANOVA, revealed significant improvements in the experimental group, with creativity showing the highest enhancement (78.74%), followed by initiative (76%), and risk-taking (75.33%). The study also identified notable gender differences, with female students consistently outperforming their male counterparts, highlighting the need for gender-sensitive instructional strategies. This research contributes to the broader discourse on fostering creativity and thinking skills in education by advancing innovative teaching practices. The findings underscore the transformative potential of integrating entrepreneurial education into curricula, which is crucial given global educational trends. By presenting a scalable framework for equipping students with entrepreneurial skills this research offers pedagogical innovations that enhance adaptability, innovation, and resilience. These insights are relevant to educators, policymakers, and researchers seeking to enhance creativity and thinking skills in formal educational settings and beyond.</p>

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Integrating entrepreneurial thinking into secondary education: enhancing creativity, initiative, and risk-taking among tenth-grade students

  • 期刊论文

  • 发表日期：

    2026年1月12日

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  • Mohamed A. Shahat,
  • Sulaiman M. Al-Balushi,
  • Khalsa Al Alawi,
  • Khalsa Al Bahri,
  • Jaana Seikkula-Leino

摘要

Entrepreneurial thinking skills are essential for fostering creativity, initiative, and risk-taking in students, preparing them for dynamic and innovation-driven economies. The present study examines the integration of entrepreneurial thinking skills and future-oriented skills into school curricula to improve creativity, initiative, and risk-taking among tenth-grade students in Muscat, Oman. Using a quasi-experimental design, the research involved experimental and control groups, with data collected through a validated Entrepreneurial Thinking Scale (ETS). Statistical analyzes, including ANCOVA and Two-Way ANOVA, revealed significant improvements in the experimental group, with creativity showing the highest enhancement (78.74%), followed by initiative (76%), and risk-taking (75.33%). The study also identified notable gender differences, with female students consistently outperforming their male counterparts, highlighting the need for gender-sensitive instructional strategies. This research contributes to the broader discourse on fostering creativity and thinking skills in education by advancing innovative teaching practices. The findings underscore the transformative potential of integrating entrepreneurial education into curricula, which is crucial given global educational trends. By presenting a scalable framework for equipping students with entrepreneurial skills this research offers pedagogical innovations that enhance adaptability, innovation, and resilience. These insights are relevant to educators, policymakers, and researchers seeking to enhance creativity and thinking skills in formal educational settings and beyond.