Balancing the theoretical and practical nature of business studies school curriculum: Towards practical entrepreneurship education

Abstract

The purpose of this study is to foster a more conducive mode of balancing the theory and practical aspects of the business studies curriculum in high schools. A mixed-method approach was used to guide the study. An explanatory sequential research design was employed to gain a deep understanding of the research phenomenon. Data were collected through questionnaires and semi-structured interviews. The data collected via questionnaires were analyzed using the Statistical Package for the Social Sciences (SPSS) version 27, while qualitative data were analyzed using thematic analysis. The results indicated that teachers are informed about entrepreneurship education content and can employ appropriate strategies to teach it; however, practical content delivery is lacking. Moreover, the results showed that learners should be involved in field trips, and invitations should be extended to local entrepreneurs for training and coaching. The findings also revealed that the teaching of business studies should be divided into theory and practical learning. Based on these findings, the study concluded that business studies pedagogy should emphasize more practical entrepreneurship learning than theoretical instruction. The implication of the study is that teachers in business studies should focus on promoting practical teaching and learning of entrepreneurship. Strategies to enhance practical entrepreneurship education should be incorporated into the curriculum.