Validation of an Entrepreneurship-Based Curriculum Model in Upper Secondary Education
Keywords:
Entrepreneurship curriculum, entrepreneurial skills, experiential learning, model validation, secondary educationAbstract
This study aimed to design and validate a localized entrepreneurship-based curriculum model for upper secondary schools to strengthen students’ entrepreneurial skills and practical competencies. The research employed an applied mixed-methods design. In the qualitative phase, a grounded theory approach using open, axial, and selective coding was applied to analyze semi-structured interviews with curriculum and entrepreneurship education experts. The findings informed the construction of a researcher-developed questionnaire. In the quantitative phase, the survey was distributed to 342 secondary school teachers and specialists in Tabas. Instrument validity was examined through content validity indices (CVR, CVI) and confirmatory factor analysis, while reliability was assessed using Cronbach’s alpha. Data were analyzed using SPSS and SmartPLS for model fit and structural relationships. Confirmatory factor analysis and structural equation modeling indicated a good fit for the proposed model. “Real-world experiential learning” and “skill development and start-up creation” had the strongest direct effects on entrepreneurship curriculum success. “Entrepreneurial policies and goals,” “business management,” and “executive interventions” significantly predicted curriculum design. All constructs met or exceeded recommended thresholds for validity and reliability indices. The validated model offers a robust, context-sensitive framework for implementing entrepreneurship-based curricula in secondary education. It underscores the importance of experiential learning, coherent policy support, teacher capacity-building, and stronger alignment with labor market needs. This framework provides actionable guidance for curriculum developers and educational policymakers aiming to foster entrepreneurial mindsets among students.
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