Youth is a very delicate segment of the demographics of a society. Appropriate approaches for capacity building and resource mobilization for the youth ensure a sustainable future generation. The Organization for Economic Co-operation and Development (OECD) Ministerial Council Meeting 2022 advocates three interesting policies for the next generation and sustainable transition, namely (i) youth participation, (ii) policy action for future generations and (iii) environment and the planet (C/MIN(2022)16). Realization of these suggestions is feasible through student-cantered and inquiry-based learning. The purpose of these adopted teaching approaches in this study was to reinforce the IT skills of business students through a capstone project identified by the student in a chosen Small and Medium Enterprise (SME). This teaching strategy was implemented for business students at the School of Business Management and Finance at the University of Technology, Mauritius, during the first lockdown of the COVID-19 pandemic in March, 2020. Students were evaluated on their learning performance through a 100% project-based assessment, which was based either on an existing Micro, Small and Medium Enterprise (MSME) family business or a future small business that the student aspired to set up after completing their studies. The objectives of this teaching approach were to (i) impart knowledge related to the technical IT concepts to the students, (ii) cultivate their creative and innovative skills needed for entrepreneurship, (iii) instil problem-solving skills and (iv) develop students’ IT support skills for their family businesses. These objectives contribute to creating an enabling environment for youth empowerment in technological learning, innovation in local start-ups and prospects for job creation. The outcome was interestingly positive, resulting in higher student curiosity in the technological fields for businesses, their willingness to opt for IT jobs and their interest in pursuing advanced IT qualifications.