Volume 3, Issue 2 (June 2024)
IJER 2024, 3(2): 51-74 |
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Sabzeh B, Ansari N. (2024). A Comparative Study of Entrepreneurship Education Curriculum and Social-emotional Learning for Children. IJER. 3(2), 51-74.
URL: http://ijer.hormozgan.ac.ir/article-1-199-en.html
URL: http://ijer.hormozgan.ac.ir/article-1-199-en.html
1- Assistant Professor, Department of Educational Sciences, Farhangian University, P.O. Box 14665-889, Tehran, Iran , b.sabzeh@cfu.ac.ir
2- Assistant Professor, Department of Educational Sciences, Farhangian University, P.O. Box 14665-889, Tehran, Iran
2- Assistant Professor, Department of Educational Sciences, Farhangian University, P.O. Box 14665-889, Tehran, Iran
Abstract: (297 Views)
Objective: This comparative analysis scrutinized the entrepreneurship education curriculum and social-emotional learning, aiming to distinguish the similarities and discrepancies between the two programs based on the ten components of the Acker curriculum.
Methods: This study involved a detailed comparison that was conducted through the utilization of the Brody method.
Results: The study revealed that both initiatives share commonalities concerning the instructor's role, educational materials, group dynamics, geographical setting, and scheduling. Nonetheless, distinctions exist in their underlying principles, goals, subject matter, educational tasks, and evaluation techniques. Nevertheless, both schemes contribute to enhancing the individual and social growth of children, enabling them to cultivate mutual competencies in self-awareness, self-esteem, self-regulation, strategic planning, social consciousness, interpersonal communication, decision-making, and problem-solving skills.
Conclusions: The outcomes of this investigation serve as a foundational exploration and open up the opportunity to amalgamate these two programs, thereby crafting a more beneficial and efficient educational framework to equip individuals with the necessary skills for a productive role in forthcoming societies. Moreover, this integration would avert the need for multiple and/or conflicting programs.
Methods: This study involved a detailed comparison that was conducted through the utilization of the Brody method.
Results: The study revealed that both initiatives share commonalities concerning the instructor's role, educational materials, group dynamics, geographical setting, and scheduling. Nonetheless, distinctions exist in their underlying principles, goals, subject matter, educational tasks, and evaluation techniques. Nevertheless, both schemes contribute to enhancing the individual and social growth of children, enabling them to cultivate mutual competencies in self-awareness, self-esteem, self-regulation, strategic planning, social consciousness, interpersonal communication, decision-making, and problem-solving skills.
Conclusions: The outcomes of this investigation serve as a foundational exploration and open up the opportunity to amalgamate these two programs, thereby crafting a more beneficial and efficient educational framework to equip individuals with the necessary skills for a productive role in forthcoming societies. Moreover, this integration would avert the need for multiple and/or conflicting programs.
Type of Study: Original |
Subject:
Educational Studies
Received: 2023/10/9 | Accepted: 2024/03/14 | Published: 2024/06/1
Received: 2023/10/9 | Accepted: 2024/03/14 | Published: 2024/06/1
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