10.71922/jee.2024.1194231

Designing a Social Entrepreneurship Education Model for High School Students in Iraq

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  • Jamal Khasif Hadi1,
  • Hamid Sina*2,
  • Salam Naji Baqir Al-Ghadban3,
  • Zohreh Saadatmand4,
  • Nasrollah Ghashghaeizadeh5,
  1. Department of Educational Sciences, Isfahan(Khorasgan) Branch, Islamic Azad University, Isfahan, Iran
  2. Assistant Professor, Department of Educational Administration, Fasa Branch, Fasa University, Fasa, Iran
  3. Assistant Professor, Department of Psychological Counseling And Educational Guidance, Basra Branch, Basra University, Basra, Iraq
  4. Associate professor, Department of Educational Sciences, Isfahan Branch(Khorasgan), Islamic Azad University, Isfahan, Iran.
  5. Assistant Professor, Department of Educational Sciences, Isfahan(Khorasgan) branch , Islamic Azad University, Isfahan, Iran

Revised: 2024-05-03

Accepted: 2024-08-25

Published in Issue 2024-07-12

How to Cite

Hadi, J. K., Sina, H., Al-Ghadban, S. N. B. ., Saadatmand, Z., & Ghashghaeizadeh, N. (2024). Designing a Social Entrepreneurship Education Model for High School Students in Iraq. Journal of Education Experiences, 7(2), 120-131. https://doi.org/10.71922/jee.2024.1194231
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Abstract

Introduction: The main goal of this research was to design a social entrepreneurship education model for high school students in Iraq.

Methodology: This research was a qualitative data collection method using content analysis. The participants in the qualitative section included secondary school teachers in Baghdad, Iraq, and faculty members and experts in the field of social entrepreneurship and educational sciences, totaling 21 people, who were selected based on the theoretical saturation rule. The research tool was a semi-structured interview. The coding model for content analysis was the Attridge and Stirling model.

Findings: The results showed that the model consisted of six overarching themes and 15 organizing themes, including goal setting (strategic goals and operational goals), content foundations (psychological foundations, legal foundations, technological foundations, economic foundations, health foundations), democratic approach (inclusive respect, open education strategies), culture building (awareness raising, role model building), evaluation (program evaluation, learner evaluation), and ecosystem building (identity building, ecosystem promotion).

Conclusion: This model generally covers not only the technical and skill dimensions of social entrepreneurship, but also pays special attention to the human and cultural dimensions. Here, social entrepreneurship is seen as a comprehensive activity that includes both economic and social and environmental dimensions. The innovations of this model, compared to similar research, allow it to go beyond traditional frameworks and respond to the current and future needs of the local and, most likely, global community.

Keywords

  • Entrepreneurship,
  • social entrepreneurship,
  • high school.
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