Learning by Doing: Educational Entrepreneurship as a Driver of Change in Initial Teacher Training
DOI:
https://doi.org/10.15359/ree.30-2.21292Keywords:
Educational entrepreneurship, teacher training, educational administration, inclusion, SDG 4, quality education, academic skills, humanistic educationAbstract
Introduction. This article presents a systematic account of an educational research experience implemented in sections 001 and 002 of the course ED0039: Fundamentals of Educational Administration, taught by two faculty members in the Department of Education at the Western Campus of the University of Costa Rica in 2024. Objective. The study aimed to determine how students in initial teacher education perceive the importance of developing creativity and innovation to construct educational proposals as fundamental competencies for exercising pedagogical leadership in response to twenty-first-century educational demands. Methodology. The study adopted a qualitative approach with a descriptive and interpretive scope. A total of 64 students, organized into 16 subgroups, participated in the study, designing educational entrepreneurship projects using a structured guide for project design and reflection. Analysis. Data were collected from the students’ proposals, oral presentations, and an assessment rubric and were analyzed through thematic categorization and qualitative interpretation. Conclusions. The results showed that the initiatives addressed attention to diversity, inclusion, creative thinking, social responsibility, the pedagogical use of technology, and sustainability. They also revealed educational entrepreneurship as a formative strategy that bridges theory and practice, fosters the identification of real-world problems, and promotes contextualized solutions with social, educational, and technological impact. Overall, this experience strengthens teaching competencies for professional life and fosters a transformative vision of initial teacher education.
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