Dr. Rasha Osman Abd el Haliem is an Assistant Professor and TKT (Teacher Knowledge Test) trainer, at the Higher Technological Institute. She is highly interested in teaching adults, using technology and assessment issues. Email: rasha.abdelhaleem@hti.edu.eg

 

Abstract

The purpose of the study was to examine English teachers' perceptions on the value of teaching entrepreneurship in higher education and to learn about the methods they employ. This work used a qualitative research methodology and a phenomenological design under the interpretive paradigm. Data were gathered through semi-structured interviews and document reviews from the eight entrepreneurship lecturers who were purposefully sampled from the four universities under investigation. According to the study's findings, entrepreneurship is taught using a number of ways by entrepreneurship teachers. The results also showed that entrepreneurship was taught by instructors without the necessary credentials in several of the universities under investigation, which undermines the efficiency of entrepreneurship teaching and learning. The research also showed that teachers view entrepreneurship as important since it helps students comprehend economic and business principles. However, some participants demonstrated that entrepreneurship is pointless. According to the findings, entrepreneurship instruction has to be refocused to improve entrepreneurial skills so that students can learn how to launch and run their own enterprises. It was also suggested that entrepreneurship instruction be given more time to help students better comprehend entrepreneurship.

 

Introduction and background

Entrepreneurship courses at the freshman year are designed, at least in theory, to equip students with practical knowledge that will help them develop into productive members of society. Entrepreneurship promotes economic expansion. Entrepreneurship is all about teaching individuals how to make the most of limited public and private resources to meet their needs. Teaching entrepreneurship help students learn and manage their finances without drowning in debt and living through the hand-to-mouth approach. It is a great step that universities decided to teach entrepreneurship in college, as most young Egyptians still struggle to handle their own finances effectively. This research seeks to investigate the views of educators on the value of introducing entrepreneurship to the college curriculum and its effect in enhancing students’ lingual, financial and personal skills.

The relevance of content-based instruction and enhancing students’ language and skills is under-estimated. argues that learning is a powerful agent of transformation ([1]). [1] argue further that a community and society can benefit much from an education that promotes lifelong learning. According to [2], people generally agree that getting an education is crucial to developing both economically and socially. Therefore, universities continue to play a pivotal role as catalysts for social progress in this area. This required a radical departure from the pre-existing curriculum in favour of the newly implemented outcome-based courses. General Education and Training (GET) revised national curriculum statement (RNCS), [3]. The 2020 update to the RNCS's Curriculum and Assessment Policy Statement (CAPS) added entrepreneurship as a required subject area for study [4]. The course is taught in English to enhance English language. Economics, financial literacy, and business management make up the three basic pillars of entrepreneurship. [5] It has been suggested [6] that the time allocation should be different, with 30% devoted to the economy, 30% to entrepreneurship, and 40% to financial literacy to provide students with the knowledge and abilities necessary to make the most of limited resources and to succeed in starting and developing personal businesses. [8,6].

Entrepreneurship plays a relevant role in students' all-around growth. As such, the CAPS curriculum mandated the use of integrated teaching methodologies, which, in the context of this paper, allowed students to gain a deeper appreciation for the subject matter at hand. The success of the course, according to CAPS, hinges on whether or not the instructors have expertise in the subject matter. Research shows [14] that the designed course does not help students master all topics. Similarly, [15] confirms that educators avoid difficult topics they lack the knowledge, skills, and techniques to effectively teach entrepreneurship. Similarly, [8] claims that instructors' own knowledge and perspective shape "what and how" they instruct. The extent to which teachers' surroundings and theory of knowledge explain how they arbitrate teaching practice is attested by [6]. Consequently, this means that students in the GET band are leaving the system without the tools they need to manage their money effectively and make a positive impact on the economy once they enter the workforce.

Based on the aforementioned, this empirical paper seeks to investigate professors' views on the importance of including entrepreneurship in the university curriculum. The paper will also discuss the methods professors use to instruct their students on the topic, if any, and offer insights into the professors' own views on the subject. The content of the course enhances students’ language and provides students with the information and abilities necessary to adapt to, participate in, and thrive in today's complex and dynamic society. Teachers are expected to be "comprehensive," "inspire learner participation," and "be dynamic in their teaching;" respond to the varying learning needs of their students; and assist their students in overcoming learning obstacles. Adu [10] agrees that, by definition, teachers should use a variety of strategies to help their students learn more quickly, retain more of what they've learned, and advance their expertise in their field.

According to Bourn [11], this change called for a "paradigm shift" away from traditional methods of instruction and toward the development of novel, creative, and resourceful approaches to education that may speed up or modernize the process. According to [3], an alternate approach was required to develop a realistic lesson plan and method of instruction. Researchers in the field, however, have proven that when entrepreneurship was introduced to universities, many English language professors lacked the necessary knowledge to teach the subject [12, 13, 14]. The success of the course, according to [3], hinges on whether or not the instructors have expertise in the subject matter. The paper will also discuss the methods professors use to instruct their students on the topic, if any, and offer insights into the professors' own views on the subject.

 

The paper's intended outcome

This paper investigates the views of educators on the value of introducing entrepreneurship course at the college level.

 

Questions for further study

In this study, we propose a series of research topics to investigate:

3.1 How do English professors teach entrepreneurship in the classroom?

3.2 From the standpoint of faculty, how important is it to study entrepreneurship in college?

 

Conceptual foundations

Bronfenbrenner's ecological systems theory serves as a theoretical foundation for this investigation (1994). According to ecological theory, [16] childhood development occurs inside a cascade of interconnected systems. It is recommended to examine the entire systemic entrepreneurial environment in which human development occurs, as suggested by [16], [17]. According to [16], there are five underlying systems that influence and are interconnected through the lives of children (students) and young people.

Microsystem, Mesosystem, Exosystem, Macrosystem, and Chronosystem are the five sub-categories. According to [16,17], the learner's (child's) microsystem is the most relatable system because it includes the people, institutions, and services with which the learner has the most direct and immediate contact. This could be members of one's own family, friends, faculty and staff at school, members of one's religious community, medical professionals, etc. Entrepreneurship can enhance interaction among all systems. The child's extended social network, or exosystem. For the sake of this research, this encompasses both educational and social systems, as well as governmental policies and programmes. Interestingly, in this system, the child does not interact directly with the system, but is nonetheless impacted by it because the child's immediate environment (i.e., family, school, etc.) is influenced by the system. The macrosystem considers the societal level as a whole and how that affects the child's microsystems. This could include, for instance, the prevalent beliefs and ideals held by members of the culture.

In other words, the chronosystem examines how people adapt to different environments at different stages of their lives. Education, legislation, governance, the economy, financial institutions, etc. are all sub-systems of the larger socio-political-economic system [18], and this has implications for the present study. To that end, we can define a system as a collection of interdependent parts that interact. Bronfenbrenner's theory is used to place the teacher in the social context of teaching and learning, illuminating educational problems in Egypt and show how entrepreneurship is taught to enhance teaching strategies.

 

Literature review

This section provides a summary, in accordance with the research questions provided in this article, of the methods professors use to instruct their students in the subject of entrepreneurship at the university level and their views on the subject's importance.

 

Methods for incorporating entrepreneurship into the classroom

According to [19], teaching strategies are pedagogical procedures designed to help students master the material covered in a given class. As a result, students acquire the skills they need to set and achieve future objectives. According to [3], the CAPS is the document used as a benchmark by educators when designing classes (i.e. the entrepreneurship curriculum). As such, all pedagogical practices must conform to the standards laid out in the CAPS paper. According to [20], there are two primary types of learning processes: teacher-oriented (participatory) and learner-oriented (activity-based). The researcher argues that teaching entrepreneurship effectively is based on a range of instructional approaches to better suit the needs of today's students. Discussion in class, as well as collaborative and independent activities, are among the preferred methods of instruction since they enable for students of varying backgrounds and skill sets to participate and benefit from the experience [20].

Literature reviews reveal that textbooks, question and answer techniques, economic cartoons, direct instruction, and whole group discussions are among the most often used methodologies by educators when presenting material to large groups of students. All of the aforementioned approaches put the teacher at the centre of the learning process, as the educator is the one who presents the material, encourages student participation through writing and questioning, and finally summarizes the lessons.

According to [21], the use of ICT (information and communication technology) and social media to educate future entrepreneurs both English language and entrepreneurship has become increasingly common in the 21st century and beyond. TV, DVDs, and movies are cited as examples of ICT integration by [22,11]. In addition, [23] notes that in the field of entrepreneurship, educators frequently make use of Web 2.0 tools to help their students grasp complex concepts. https://Mitchell.libguides.com/socialmedia Web 2.0, as of 10 December 2022, is defined as any function of the World Wide Web that encourages user participation in the creation of web content.

Blogs, wikis, Twitter, Facebook, open educational materials, mass open online courses, educational games, mobile learning devices, and numerous software programs are all examples of Web 2.0 tools, as stated by [20]. These writers promote the use of technology and the Internet to enhance education.

The tactics mentioned above, as described by [3], view students as "empty vessels or information receivers" since the instructor decides what, when, and why students learn. According to [19], it is still the teacher's job to ensure that students acquire the information they need to move forward using these methods. That's because these methods typically involve some form of didactic instruction, tutorial, or telling. According to the arguments in [23,9], this means that students are not being given the opportunity to develop the kinds of self-directed, independent thinkers who will be successful in the long run. In this context, [24] argues that teachers must have the following in order to be considered competent: subject matter expertise, pedagogical chops, the ability to effectively work with students who have varying learning needs, and the ability to make a positive impact on both the academic community and the profession as a whole. According to [24], (p. 38), "a well-structured and supported teacher profile can be a fantastic instrument for harmonising the elements required in developing teachers' knowledge and skills in the teaching of entrepreneurship in university." According to [23], an effective educator's profile should lead to methods of instruction that help students become more self-reliant in their education.

This creates a disconnect between policy intentions and their actual application. Thus, the foregoing discussion raises doubts about the usefulness of ENTREPRENEURSHIP education in higher institutions, as the literature demonstrated that it remains irrelevant because young adults are unable to manage their finances due to the poor financial decisions they make as a direct result of the fact that, despite the teacher's best efforts, the ENTREPRENEURSHIP learning area is ineffective in achieving the goals outlined in CAPS. As a result, students will constantly face competition in trying to find their place in the global economy.

 

Research methodology

A researcher's methodology is an explanation of the steps the researcher takes to complete the research. According to [27,28], a research methodology is a strategy outlining the steps the researcher will take to carry out the study.

Methodological framework

The researcher used semi-structured interviews to learn about participants' actual experiences with the importance of entrepreneurship education at the college level. The goal of the interpretative paradigm, as stated in [29], is to decipher the multifarious nuances of the human psyche. Therefore, in this work, the researcher was able to acquire a deeper knowledge of the significance of teaching entrepreneurship in higher education by adopting the interpretivism paradigm.

Methods of research

Using a qualitative research strategy, this paper inquired into professors' views on the value of introducing A researcher's methodology is an explanation of the steps they plan to take to complete their research. According to [27,28], a research methodology is a strategy outlining the steps the researcher will take to carry out the study.

Methodology

A phenomenological approach was taken to data collection with an emphasis on gaining insight into the experiences of study participants. The authors of this research opted to take a participant-oriented approach in order to gain insight into faculty members' thoughts on the value of entrepreneurship education in higher education. Phenomenological research designs, as explained by [32], centre on the phenomenon being studied in its lived context. Because of this, the author was able to adopt a manageable sample size [33] and conduct in-depth interviews as a research method, both of which helped the author gain insight into the significance of introducing teaching entrepreneurship in freshman year.

Sampling Techniques and Strategies According to 6.4 [34], sampling requires the researcher to choose which persons, groups, situations, and/or behaviours to analyse. Teachers of entrepreneurship from the four universities used for this study were recruited using a systematic random sampling technique; two teachers from each institution were included in the final sample for a total of eight participants. Purposive sampling, an integral part of qualitative research, was nevertheless applicable here since it allowed the researchers to pick a specific subset of the community from which to draw data and to establish rigorous constraints on the sample size they took to assure statistical significance. within the context of a university. Qualitative research, as defined by [30,31], is distinguished by its emphasis on understanding the subject at hand through the participants' eyes.

Approach

The ultimate purpose of the phenomenological approach used to collect data was to gain insight into the experiences of the study's participants. To better understand how university professors value teaching entrepreneurship, the researcher opted for a participant-oriented methodology. Phenomenological research designs, as explained by [32], centre on the phenomenon being studied in its lived context. The author was able to gain insight into the value of teaching entrepreneurship by conducting in-depth interviews as a research method and using a reasonable sample size [33].

Sampling techniques and strategies

According to [34], sampling requires the researcher to choose which persons, groups, situations, and/or behaviours to analyse. Teachers of entrepreneurship from the four universities used for this study were recruited using a systematic random sampling technique; two teachers from each institution were included in the final sample for a total of eight participants. Purposive sampling, an integral part of qualitative research, was nevertheless applicable here since it allowed the researchers to pick a specific subset of the community from which to draw data and to establish rigorous constraints on the sample size they took to assure statistical significance.

Data collection

This paper adopted semi-structured interviews and document reviews as tools for data collection to draw data from the participants about the relevance of teaching entrepreneurship in freshman year.

 

Analyzing data

According to [35], the researcher used themes to analyse the data. Analyzing information, according to these writers, entails the following steps: data collection; coding; category generation; sorting and categorising; data testing; and report authoring. When presenting the data, we gave the four schools made-up names like "University A," "University B," "University C," and "University D." Each of the four universities (A, B, C, and D) had two English professors, who were labelled English Entrepreneurship 1 and English Entrepreneurship 2 in their respective institutions.

Ethical concerns

According to [36], when researchers think about ethics, they are thinking about the steps they take and the efforts they make to ensure the safety of the participants during the data collection phase. The researcher in this study obtained institutional approval by contacting the heads of participating universities. Educators gave their approval, and participants were assured of their privacy and anonymity.

 

Discussion and results

The purpose of this research was to inquire into faculty members' views on the importance of introducing entrepreneurship curricula at the freshman level. The findings and conclusions are provided according to the following topics: -University pedagogical approaches to the study of entrepreneurship and teachers' views on the importance of entrepreneurship education in the classroom.

 

Methods employed in the classroom to teach entrepreneurship

English language teachers teaching entrepreneurship were asked, "What are the tactics you use to teach entrepreneurship?" The results of the study showed that professors at different universities utilise different methods to teach entrepreneurship. The techniques teachers use include among others: The use of traditional teaching methods such as a blackboard and chalk, student-led discussions, problem-solving activities, games and scenarios, presentations, demonstrations, and the incorporation of ICT devices, as well as the distribution of handouts and notes to students. The students who took part in the study agreed that the techniques' success stems from the fact that they encourage active participation from the class. However, some students believed that most of the tactics teachers utilise were more teacher-centered and less learner-oriented because of the school's overcrowded classrooms. To that end, only a few number of methods were identified as useful for teaching entrepreneurship in higher education. Overcrowded classrooms, according to some claims, force teachers to rely on time-consuming methods that benefit neither students nor the teacher (e.g., lengthy explanations of concepts or rounds of questions and answers), despite the fact that they guarantee that you will get through a lot of material. While others have argued that a focus on the student is essential to the success of an entrepreneurship course in higher education. Learning, according to one participant, "cannot be teacher-centered only," because "millennials" (those born between 1980 and 2000) lose interest if they are not actively involved in the process of learning. Lessons that are designed with the students in mind encourage inquiry and discussion by drawing parallels between the material being taught and events happening in the real world. This is how entrepreneurship can be connected to the students' everyday experiences. […] For instance, problem-solving and scenario-based teaching encourage students to analyse real-world scenarios or news items to spot economic occurrences and brainstorm potential remedies. That way, they stay alert and can practise applying their acquired knowledge in the real world. Institution: (English Entrepreneurship 2, University B)

Members of the focus groups agreed that when students are given opportunities to participate in the development of their own learning, they are more likely to remain attentive and engaged throughout the session, and to provide valuable feedback on the material covered in the EMS. A similar perspective was held by English Entrepreneurship 1 at University A:

I provide notes to the students as hand-outs; this not only saves time, but also gets them involved in the lecture itself. Because students have notes at their disposal and can undertake self-reading, question and response approach becomes quite straightforward. By engaging them with activities and presentations, you may boost their motivation to succeed. When students are at the centre of the course, activities like role playing can help them retain information even if they are later asked the same subject on a test. Putting the emphasis on the student is called a (student-centered strategy). A research conducted in the University of Maryland implies that student participation in class increases learning and decreases boredom. Students' ability to think critically and advance their knowledge of entrepreneurship ideas are also fostered and enhanced. This position is backed up by researchers, who argue that instructors should employ creative and useful methods to ensure that their students are engaged throughout the learning process. This is because an approach focused on the needs of individual students improves students' ability to learn and adapt to new material, as well as their knowledge, social responsiveness, and attitudes, [6]. The teacher's role in this context is to act as a facilitator and guide, helping students work toward the lesson's stated aims and objectives. Teachers are also responsible for providing clear explanations, laying out detailed instructions for assignments so that students know exactly what is expected of them, and evaluating and providing feedback on student work. When asked about his teaching methods at University C, English Entrepreneurship 1 said, "I give learners concepts individually and have them write reflective journals once a week." Since then, I've become more consistent in marking assignments and providing timely feedback to students. That's useful since a teacher wouldn't know where their students are having trouble or what topics and ideas need to be reviewed if they weren't marking their students' work. More importantly, knowing they will have to answer if they didn't do the work gives my students extra motivation and interest in the material. When it comes to grading students' work on informal assignments and classroom activities, I will sometimes have them trade notebooks with one another and provide feedback on each other's work. (University of Maryland, EMST-2) This discovery stresses that teachers mark student work and provide useful feedback after the task(s) have been completed. This finding is supported by the assertion of [23], which states that assessing students' work is necessary for determining whether or not they have learned the material. Examining student textbooks provided evidence that teachers make every effort to mark student work and provide constructive feedback. According to researchers, students are expected to finish assigned work but have the opportunity to seek clarification if they have questions or seek comments on their performance. The study concludes that this is the point where instructors have the right to grade and provide students with comments. As a result, students are better able to direct their own education, think critically, and plan out their projects.

The goal of teaching entrepreneurship within the framework of the CAPS document evaluation in higher education is to help students become more economically literate so that they may better play a part in the development of their country as citizens, workers, and consumers. Thus, empowering students to take charge of their own education better equips them to inquire and participate by drawing on relevant examples from the real world and current events. English Entrepreneurship 1 from University D provided the following example: "I do economic activities like a market day at university where learners come with handmade items or anything to sell, and in this way, learners are exposed to the practical experience of learning on how to build money while they are learning." Specifically, in this situation, teaching entrepreneurship empowers students to use resources effectively and efficiently to satisfy requirements and wants.

However, some participants revealed that overcrowded classrooms result in limited teaching strategies, and that in some cases teachers do not have expertise to teach entrepreneurship. In addition, large number of students hinder effective teaching as whatever strategy implemented remains ineffective Some respondents thought that educators tended to focus solely on the topics with which they were most familiar, while glossing over others.

Some interviewees said that incorporating ICT into lessons on entrepreneurship was helpful, however this was disproved by looking at actual lessons. One possible conclusion is that educators aren't sufficiently transformed to effectively include ICT tools into their entrepreneurship lessons. The majority of educators I've met are unwilling to abandon established practises. Despite the fact that technology permeates every aspect of our lives, entrepreneurship classrooms often fail to incorporate it in ways that help students grasp concepts, provide them with knowledge and abilities they can put to use immediately, and keep students engaged and invested in what they're learning. According to [21], displaying the lesson on a screen helps pique students' curiosity and deepens their grasp of the material being presented. The time saved by letting students use their own ICT devices for research is well worth the added interest generated by a teacher's PowerPoint presentation. By moving classes to a new location, both teachers and students benefit from an improved lesson and renewed enthusiasm in the material being covered. [20] stress the importance of teachers' knowledge and ingenuity in employing ICT tools, noting that these factors are crucial to the success of the initiatives.

 

How professors see the value of introducing entrepreneurship in the classroom.

For this article, we questioned our subjects, "What are the professors' thoughts on the relevance of teaching Economics Management Sciences at university?" Based on the data collected, we can deduce that while some participants think entrepreneurship is still relevant, it has to be refocused to match the demands of today's learners, others are confident it is outdated because it has not been transformed. One respondent articulated the relevance of entrepreneurship as follows: "Entrepreneurship is a study concerned with the production, consumption, and distribution of wealth and resources which happens every minute and at different levels, whether by buying sweets in a tuckshop, employing a gardener, or trading oil on a global level." Everyone should be fluent in the language of money and resource flow. Entrepreneurship is a course that teaches students the fundamentals of business, including how to analyse a market and predict trends in the economy, as well as how to identify and manage risks. Students also get insight into the economic concerns of "what to produce," "how to produce," and "for whom to produce." As a result, this kind of lifelong learning is essential for the growth and development of not only the individual but also the community in which they find themselves. This is why I believe Entrepreneurship is still important and should be taught in schools rather than in universities.

Similar sentiments were expressed by a participant from University C: Entrepreneurship is still important, but it needs to be redirected to help students learn more about entrepreneurship and how to start their own businesses. That will be useful for establishing the framework around which the economy is built and functioning. In addition, entrepreneurship is the bedrock upon which the topics covered in the FET phase are built. Therefore, having learned the basics of entrepreneurship in entrepreneurship, students will be better prepared to make informed decisions about the types of firms in which they wish to engage when it comes time to select their academic concentrations. (University of Michigan C, EMST1)

The results suggest that entrepreneurship has a significant role in educating students about business and economic terminology, empowering them to critically examine the impact of corporate actions on society and the natural world. As a result, proficiency in economics and commercial acumen are now more important than ever. Additionally, the results highlighted how entrepreneurship prepares students to make educated judgements about which pathways to pursue during the FET phase. This finding is supported by the literature [24], which acknowledges that the term entrepreneurship is enough for a broad comprehension of the topic (i.e. accounting, business studies, and economics). Notably, though, participants explain that entrepreneurship is still important, it needs to be redirected toward helping students hone their own entrepreneurial and commercial acumen.

Furthermore, English Entrepreneur 1 recommended that additional time be devoted to teaching entrepreneurship at University C, as the subject is only given two hours per week in the CAPS document, which is not nearly enough to cover all the topics included in the Annual Teaching Plan (ATP). This discovery emphasises the fact that as entrepreneurship comprises three areas, time is not sufficient to address the facets. At that point, the information and abilities students acquire will be inadequate. This necessitates dedicating more time to teaching entrepreneurship in order to preserve its importance and value and to strengthen its relevance. First-Year EMST, College A reiterated, "it cannot be that a learning area with three critical components which are stand-alone components be only given two hours per week that is not enough."

Based on the results, it is clear that the material has to be updated so that it better reflects the real world and helps students understand their role as responsible citizens in the global economy [18,21]. In addition, the entrepreneurship information needs to be modified to reflect individual significance, such as suggestions for making the most of the money you receive from sources like a salary, social grants, and so on. Therefore, [10] explains that entrepreneurship provides millennia of fundamental knowledge and abilities to develop into self-aware individuals, discerning consumers, and prepared future employees. At the same time, it is crucial to educate students on the fact that the wealth creation process involves a wide range of participants (i.e. households, the business sector, the government, etc).

This idea is borne out by the research of [18], who substantiates the notion that education takes place not only in the home, neighbourhood, city, state, and nation, but also in the political arena. Therefore, introducing students to entrepreneurship will help them develop a deeper appreciation for the challenges and opportunities they will face in their new home of South Africa. This is consistent with Bronfenbrenner's [16] theory, which sees children's growth as a series of interacting systems. If we want to understand human development, he argues, we need constantly take a look at the broader context in which it occurs. This hypothesis is supported by [16], which identifies five nested systems of entrepreneurship in which children and youth participate and which mutually impact and intersect. Teachers of emergency medical services can benefit from this theory because it clarifies the role that school and community policies play in the difficulties their students confront. As a result, students will have a better grasp of the country's economic landscape and its effects. One response, however, showed that entrepreneurship, in its present form, is still irrelevant. Participants attributed this to the fact that, for various reasons, not all students graduate from high school. Some students, for instance, drop out of school after ninth grade rather than staying on to finish their education at a vocational or further education institution. However, if it does not occur, then students will be unable to meet the challenges of real life using the information and abilities they have gained from entrepreneurship. An attendee elaborated that teaching students entrepreneurship content alone is insufficient to equip them to launch their own enterprises and handle their finances successfully. The goal was for raising learners’ awareness and prepare them for life. Entrepreneurship s still largely theoretical and there is a long way to go.

 

Final thoughts and suggestions

It is still important for universities to incorporate entrepreneurship courses into their curricula. Based on what people said, it's clear that entrepreneurship is geared toward helping students learn the basics of the business world, such as how to tell the difference between a necessity and a want or how to keep up with inflation. They also gain knowledge of economics, production, and market segmentation in order to better serve the latter. Students who take this course will gain the skills necessary to create and run a successful small business.

According to the research, the course entrepreneurship is designed to teach students about starting and running a business, as well as keeping track of the money that comes in and goes out. Students who learn to set priorities and manage their resources effectively through an entrepreneurship curriculum are better equipped to make informed decisions in their professional and personal lives. As a content-based course it enhances students’ language skills and give them knowledge on financial topics. English teachers should be trained on entrepreneurship before giving the course for better delivery. The time allocated for the course should increase as students are learning and practicing skills and knowledge that will affect their lives.

 

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