Integration of Entrepreneurship Education as a Core Subject for Grade 10 Learners in Oliver Tambo Inland

Integration of Entrepreneurship Education as a Core Subject for Grade 10 Learners in Oliver Tambo Inland

Limkani Sincuba & Olwethu Solundwana

Issue: Vol.6 No.15 Article 4 pp. 4275 – 4288
DOI: https://doi.org/10.38159/ehass.20256154| Published online 30th December, 2025
© 2025 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).

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ABSTRACT

South Africa faces persistent challenges of high youth unemployment and economic stagnation, which is increasing recognition of entrepreneurship education as a vital tool for socio-economic transformation. The study examined the impact of integrating entrepreneurship education as a core subject on Grade 10 learners’ entrepreneurial intentions, career readiness, and broader socio-economic contributions. A qualitative research approach was adopted. The theoretical framework underpinning the study was Constructivist Learning Theory. The population included all key stakeholders in the OR Tambo Inland involved in the integration of entrepreneurship education within the curriculum: learners, teachers, curriculum developers, and school administrators. A sample size of 83 participants was used. Purposive sampling was used. Data were collected through semi-structured interviews with participants, alongside classroom observations and analysis of curriculum and policy documents. Thematic analysis was utilised. Findings included significant resource constraints and curriculum rigidity as major barriers to implementation, while project-based learning and digital tools emerged as effective pedagogical approaches. The study concluded that entrepreneurship education holds significant potential to empower learners and stimulate economic growth, but its effectiveness was hindered by resource limitations and inadequate teacher training. The study recommended that policy and institutional frameworks be strengthened to prioritise entrepreneurship education as a core subject, with particular attention to rural and under-resourced schools. Furthermore, investment in continuous teacher professional development and the integration of digital tools and experiential learning methods were considered essential for sustainable implementation and improved learner outcomes.

Keywords: Entrepreneurship Education; Curriculum Integration; Teacher Training; Socio- Economic Development, Policy Implementation

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ABOUT AUTHOR(S)

Dr. Limkani Sincuba is a dedicated educator and emerging scholar whose passion extends beyond the classroom. As a lecturer with less than five years of experience, Dr. Sincuba has already demonstrated a strong commitment to academic excellence and the holistic development of students. Balancing a vibrant professional career with the joys of parenthood, Dr. Sincuba cherishes the many children dear to her heart, continuously seeking blessings and opportunities for their growth and wellbeing. Deeply engaged in research.

Mr. Olwethu Solundwana is a committed Master of Education candidate with a strong focus on educational equity and curriculum development. He holds a Bachelor of Education degree in Economics and Management Sciences (BEd EMS), graduating with honours. Following his undergraduate studies, Mr. Solundwana gained five years of experience teaching at the secondary school level. He is pursuing the M.Ed. program to deepen his expertise in educational theory, policy analysis, and instructional leadership. Mr. Solundwana is highly regarded by his peers for his collaborative approach, critical thinking abilities, and dedication to making meaningful contributions to the field of education.

TO CITE ARTICLE

Sincuba, Limkani, and Olwethu Solundwana. “Integration of Entrepreneurship Education as a Core Subject for Grade 10 Learners in Oliver Tambo Inland.” E-Journal of Humanities, Arts and Social Sciences 6, no. 15 (2025): 4275 – 4288, https://doi.org/10.38159/ehass.20256154.