Evaluation of a Methodology for Entrepreneurship Training from the Perspective of Secondary Education Teachers
DOI:
https://doi.org/10.31637/epsir-2025-1454Keywords:
secondary education, learning method, competencies, entrepreneurship, secondary school teacher, educational evaluation, learning, teacher satisfaction, MexicoAbstract
Introduction: The relevance of entrepreneurship is evident in the New Mexican School, as well as in the Sustainable Development Goals (SDG), and in the labor trends proposed by The World Economic Forum. The objective of this study is to evaluate an entrepreneurship training methodology (3e Methodology) from the perspective of secondary school teachers who participated in a pilot study developed in the State of Aguascalientes (Mexico) during the academic year 2022-23. Methodology: A quantitative study was developed, with a non-experimental design, cross-sectional and with an exploratory and descriptive scope. Thirty-eight teachers from seven public schools participated, to whom an instrument designed for the purposes of the study was administered. Results: The teaching staff positively values the methodology, highlighting the innovative projects that are based on the interests and abilities of the students, the quality of the textbook, as well as the advice provided by those responsible for the methodology. Limitations are identified, such as initial teaching support, difficulty entering the digital platform, and achieving certain knowledge. Discussion: The results are discussed with respect to texts identified in the literature on teaching methodologies for entrepreneurship training, recognizing that there are few publications related to the topic. Conclusion: The evaluation of the methodology provides its designers with useful information for consolidating their strengths, as well as for the ideation and implementation of strategies for continuous improvement.
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