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- The 21st-century has ushered in a complex entrepreneurial ecosystem which is characterized by digital transformation, rapid technological advancement and evolving societal challenges. To meet up with the demands of our rapidly changing world, there is a need to shift from the traditional entrepreneurship education to equipping innovators with diverse skill sets required by today’s entrepreneurs. Hence, the aim of this study is to explore the essential skills that entrepreneurship education should accentuate in the 21st-century. This study is qualitative in nature and employed the use of semi-structured interviews to gather information from six entrepreneurship educators from diverse academic backgrounds. Thematic analysis was conducted and core competencies such as critical thinking, creativity and design thinking, digital literacy, resilience and adaptability, collaboration and communication, as well as ethical and social responsibility were identified as fundamental skills required to prepare future innovators. The findings of the study reveal that educators perceive traditional entrepreneurship curricula as overly focused on business plans and theoretical knowledge, it always neglects practical skill development crucial for navigating contemporary challenges. The study advocates for a paradigm shift towards experiential learning, interdisciplinary collaboration, and comprehensive curriculum reform that entrenches these competencies in teaching and assessment frameworks, to foster effective entrepreneurial mindsets, skills and capabilities.
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- 2025| Innovative Research ...Economics is a vital subject within the South African curriculum, aimed at equipping learners with critical thinking skills and a deeper understanding of economic systems and financial decision-making. However, learner performance in Economics, particularly in Grade 12, remains inconsistent and often poor. This study explores the factors influencing learners’ academic performance in Economics within the Mandeni Circuit of the iLembe District in South Africa. The qualitative method of research was employed, primarily through one-on-one interviews and group discussions with teachers from eight schools in other to provide deep insights into various factors that influence learners’ performance. Findings such as curriculum alignment and quality, accessibility to education, the impact of educational policies, technological integration, time management in curriculum delivery, and socio-economic challenges were revealed as factors contributing to the decline in Grade-12 Economics performance. The study recommends the stakeholders to address socio-economic barriers, improve access to teaching and learning resources, enhance learner engagement and support as well as review the curriculum to allow for deeper conceptual understanding of the subject.
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