Citation :

Gerald Munyoro, Jairos Mudonhi, Yeukai Dzapasi, 2026. "Exploring the Efficacy of Innovative Social Practice Approaches in Cultivating Entrepreneurial Culture among Early Childhood Learners in Zimbabwe" ESP International Journal of Science, Humanities & Management Studies(ESP-IJSHMS)  Volume 4, Issue 4: 104-116.

Abstract :

Entrepreneurial culture is increasingly recognised as a strategic competency for sustainable development, yet limited empirical attention has been devoted to how it can be cultivated during early childhood through socially situated pedagogies in Zimbabwe. Existing scholarship has largely privileged secondary and tertiary entrepreneurship education, leaving a significant theoretical and empirical gap regarding the role of innovative social practice approaches in Early Childhood Development (ECD). Guided by Social Constructivist Theory, Social Learning Theory and Ecological Systems Theory, this study explored the efficacy of innovative social practice approaches in cultivating entrepreneurial culture among ECD learners in Zimbabwe. A pragmatic paradigm employing a convergent parallel mixed-methods design integrated quantitative and qualitative evidence from ECD teachers, school heads, curriculum specialists, parents and classroom observations across diverse school contexts. Quantitative data were analysed using descriptive statistics, correlation and multiple regression, while qualitative evidence was examined through thematic analysis and integrated through triangulation. The findings demonstrate that play-based, inquiry-based, experiential and community-centred pedagogies significantly enhanced creativity, initiative, collaboration, resilience, problem-solving and opportunity recognition among young learners. However, teacher capacity, resource constraints and inconsistent policy implementation moderated their effectiveness. The study advances entrepreneurial culture as a multidimensional developmental competence rather than a narrow business construct and provides evidence for curriculum innovation, teacher professional development and strengthened school–community partnerships. These findings contribute to entrepreneurship education scholarship by extending entrepreneurial learning into foundational education and informing Zimbabwe's Heritage-Based Education 5.0 agenda and Sustainable Development Goals.

References :

[1] Bacigalupo, M., Kampylis, P., Punie, Y., & Van den Brande, G. (2022). EntreComp: The entrepreneurship competence framework. Publications Office of the European Union.

[2] Bandura, A. (2023). Social learning theory (Expanded ed.). Sage Publications.

[3] BERA. (2024). Ethical guidelines for educational research (5th ed.). British Educational Research Association.

[4] Braun, V., & Clarke, V. (2022). Thematic analysis: A practical guide. SAGE.

[5] Bronfenbrenner, U., & Morris, P. A. (2006). The bioecological model of human development. In W. Damon & R. M. Lerner (Eds.), Handbook of child psychology (6th ed., Vol. 1, pp. 793–828). John Wiley & Sons.

[6] Bush, T. (2023). Theories of educational leadership and management (5th ed.). Sage.

[7] CDC-Harvard. (2023). Early childhood development and lifelong learning. Center on the Developing Child at Harvard University.

[8] CDC-Harvard. (2023). Play, brain development, and early learning. Center on the Developing Child at Harvard University.

[9] Chigora, P., & Zvavahera, P. (2022). Entrepreneurship education and graduate employability in Zimbabwean higher education institutions. Journal of African Education, 3(2), 45–62.

[10] Cohen, L., Manion, L., & Morrison, K. (2024). Research methods in education (9th ed.). Routledge.

[11] Creswell, J. W., & Creswell, J. D. (2023). Research design: Qualitative, quantitative, and mixed methods approaches (6th ed.). SAGE.

[12] Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2023). Implications for educational practice of the science of learning and development. Applied Developmental Science, 27(1), 97–140.

[13] EC & OECD. (2023). EntreComp into action: Inspiring examples of the European Entrepreneurship Competence Framework. Publications Office of the European Union.

[14] EC & OECD. (2023). The missing entrepreneurs 2023: Policies for inclusive entrepreneurship and self-employment. OECD Publishing.

[15] EC & OECD. (2024). EntreComp into action: Supporting entrepreneurship competence across education and training (Updated ed.). Publications Office of the European Union.

[16] EC and OECD. (2023). EntreComp into action: Inspiring and supporting teachers and educators. Publications Office of the European Union.

[17] Epstein, J. L. (2023). School, family, and community partnerships: Preparing educators and improving schools (4th ed.). Routledge.

[18] European Commission. (2023). EntreComp into action: Inspiring examples of the European Entrepreneurship Competence Framework. Publications Office of the European Union.

[19] European Commission. (2023). EntreComp: The entrepreneurship competence framework. Publications Office of the European Union.

[20] European Commission/EACEA/Eurydice. (2024). Key data on early childhood education and care in Europe 2024. Publications Office of the European Union.

[21] European Training Foundation. (2024). Entrepreneurship competence in education: Policy and practice review. ETF.

[22] Field, A. (2024). Discovering statistics using IBM SPSS Statistics (6th ed.). SAGE.

[23] Fleer, M. (2023). Conceptual playworlds: The role of imagination in early childhood education (2nd ed.). Cambridge University Press.

[24] Fosnot, C. T. (2022). Constructivism: Theory, perspectives, and practice (3rd ed.). Teachers College Press.

[25] Fullan, M. (2020). Leading in a culture of change (2nd ed.). Jossey-Bass.

[26] GEM. (2024). Global Entrepreneurship Monitor 2023/2024 global report. Global Entrepreneurship Monitor.

[27] Government of Zimbabwe. (2024). National Development Strategy 1 (2021–2025): Annual progress review. Government Printers.

[28] Guetterman, T. C., Fetters, M. D., & Creswell, J. W. (2023). Integrating quantitative and qualitative results in mixed methods research: Updated practices and innovations. Journal of Mixed Methods Research, 17(4), 421–438.

[29] Hägg, G., & Gabrielsson, J. (2024). A systematic review of entrepreneurship education research: Advancing entrepreneurial competencies through innovative pedagogies. Education + Training, 66(2), 179–201.

[30] Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2022). Multivariate data analysis (9th ed.). Cengage Learning.

[31] Hallinger, P. (2022). Leadership and learning in schools: An evidence-based review of instructional leadership. Educational Management Administration & Leadership, 50(6), 847–869.

[32] Hallinger, P. (2022). Leadership and school improvement: A review of international research. Educational Administration Quarterly, 58(1), 5–38.

[33] Hallinger, P. (2023). Leadership and school improvement: Evidence, policy and practice. Educational Management Administration & Leadership, 51(5), 945–962.

[34] ILO. (2024). Global Employment Trends for Youth 2024. International Labour Organization.

[35] Kolb, D. A. (2021). Experiential learning: Experience as the source of learning and development (2nd ed.). Pearson.

[36] Lackéus, M. (2020). Comparing the impact of value creation pedagogy with traditional entrepreneurship education. Journal of Small Business Management, 58(3), 511–536.

[37] Lackéus, M. (2022). The hidden curriculum of entrepreneurship education: Achieving entrepreneurial competencies through value creation pedagogy. Entrepreneurship Education, 5(1), 1–22.

[38] Lackéus, M. (2024). Entrepreneurship education: Developing entrepreneurial competencies through experiential learning. OECD Publishing.

[39] Leithwood, K., Harris, A., & Hopkins, D. (2024). Seven strong claims about successful school leadership: A review of the latest evidence. School Leadership & Management, 44(1), 1–22.

[40] Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. SAGE.

[41] Mabhanda, V. (2023). Entrepreneurship education and enterprise performance among youth-owned businesses in Zimbabwe. Journal of Entrepreneurship in Emerging Economies, 15(4), 731–750.

[42] MHTEISTD. (2023). Heritage-Based Education 5.0 implementation framework. Ministry of Higher and Tertiary Education, Innovation, Science and Technology Development.

[43] Moberg, K., & Rasmussen, A. (2023). Developing entrepreneurial competencies through education: A systematic review. Education + Training, 65(7/8), 1012–1030.

[44] Moberg, K., Vestergaard, L., Fayolle, A., Redford, D., Cooney, T., Singer, S., Sailer, K., & Filip, D. (2022). How entrepreneurship education at different levels of schooling influences entrepreneurial competencies. Education + Training, 64(6), 777–795.

[45] MoPSE. (2022). Heritage-Based Curriculum Framework (2022–2026). Ministry of Primary and Secondary Education.

[46] MoPSE. (2023). Heritage-Based Curriculum Framework (2023–2030). Ministry of Primary and Secondary Education.

[47] MoPSE. (2023). Zimbabwe Education Sector Strategic Plan (2021–2025): Annual implementation review report 2023. Ministry of Primary and Secondary Education.

[48] MoPSE. (2024). Early Childhood Development curriculum implementation review report. Ministry of Primary and Secondary Education.

[49] Morselli, D. (2021). The change laboratory for teacher training in entrepreneurship education. Springer.

[50] Munyoro, G., & Phiri, A. (2020). The significance of entrepreneurial culture in Zimbabwe universities: A case study of Chinhoyi University of Technology. Research Journal of Business and Economic Management, 3(3), 46–68.

[52] Nowell, L. S., Norris, J. M., White, D. E., & Moules, N. J. (2024). Thematic analysis: Striving to meet the trustworthiness criteria. International Journal of Qualitative Methods, 23, 1–13.

[53] Nziramasanga, C. T., & Muchengeti, T. (2023). Innovation and community participation in Zimbabwean early childhood education. Zimbabwe Journal of Educational Research, 35(1), 65–82.

[54] OECD. (2023). Education policy outlook 2023: Strengthening education for the future. OECD Publishing.

[55] OECD. (2023). OECD Learning Compass 2030: Conceptual learning framework. OECD Publishing.

[56] OECD. (2023). Schools as learning organisations: Effective leadership for innovation. OECD Publishing.

[57] OECD. (2023). Skills outlook 2023: Skills for a resilient green and digital transition. OECD Publishing.

[58] OECD. (2023). SME and entrepreneurship outlook 2023. OECD Publishing.

[59] OECD. (2023). Starting Strong VII: From early childhood education and care to primary education. OECD Publishing.

[60] OECD. (2023). Starting Strong VIII: Early childhood education and care for children from birth to age eight. OECD Publishing.

[61] OECD. (2023). Starting Strong VIII: Early childhood education and care in a digital world. OECD Publishing.

[62] OECD. (2023). The OECD skills outlook 2023: Skills for a resilient green and digital transition. OECD Publishing.

[63] OECD. (2023). The OECD skills outlook 2023: Skills for resilient and green societies. OECD Publishing.

[64] OECD. (2023). The State of Global Education 2023: Learning, resilience and innovation. OECD Publishing.

[65] OECD. (2024). Education at a Glance 2024: OECD indicators. OECD Publishing.

[66] OECD. (2024). The future of education and skills 2030: OECD Learning Compass. OECD Publishing.

[67] OECD. (2024). The OECD skills outlook 2024: Skills for resilient and innovative societies. OECD Publishing.

[68] Rosa, E. M., & Tudge, J. R. H. (2023). Urie Bronfenbrenner's ecological systems theory. In The Encyclopedia of Child and Adolescent Development (2nd ed.). Wiley.

[69] Schleicher, A. (2023). World class: How to build a 21st-century school system (Updated ed.). OECD Publishing.

[70] Schunk, D. H. (2023). Learning theories: An educational perspective (9th ed.). Pearson.

[71] Seikkula-Leino, J., Satuvuori, T., Ruskovaara, E., & Hannula, H. (2023). Entrepreneurship education in early childhood: Promoting creativity and entrepreneurial competencies. Education + Training, 65(5), 640–656.

[72] Tashakkori, A., & Teddlie, C. (2021). Foundations of mixed methods research: Integrating quantitative and qualitative approaches in the social and behavioral sciences (2nd ed.). SAGE.

[73] UNESCO. (2023). Global education monitoring report 2023: Technology in education—A tool on whose terms? UNESCO.

[74] UNESCO. (2024). Global education monitoring report 2024/25: Leadership in education—Lead for learning. UNESCO Publishing.

[75] UNESCO. (2024). Global education monitoring report 2024: Leadership in education for sustainable development. UNESCO Publishing.

[76] UNICEF. (2023). Guidance on ethical research involving children. UNICEF.

[77] UNICEF. (2023). Learning through play: Strengthening early childhood development and education. UNICEF.

[78] UNICEF. (2023). The State of the World's Children 2023: For every child, vaccination. UNICEF.

[79] UNICEF. (2024). Learning through play: Strengthening early childhood development and education systems. UNICEF.

[80] UNICEF. (2024). The State of the World's Children 2024: The future of childhood in a changing world. UNICEF.

[81] UNICEF Zimbabwe. (2023). Education sector annual report. UNICEF Zimbabwe.

[82] UNICEF Zimbabwe. (2024). Annual report 2024: Advancing quality early childhood development in Zimbabwe. UNICEF Zimbabwe.

[83] United Nations. (2024). The Sustainable Development Goals report 2024. United Nations.

[84] Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.

[85] WEF. (2025). The future of jobs report 2025. World Economic Forum.

[86] Whitebread, D., Basilio, M., Kuvalja, M., & Verma, M. (2023). The importance of play in early childhood development. Cambridge University.

[87] World Bank. (2023). The state of global learning poverty: 2023 update. World Bank.

[88] World Bank. (2023). World Development Report 2023: Migrants, refugees, and societies. World Bank.

[89] World Bank. (2024). World Development Report 2024: The middle-income trap. World Bank.

[90] Yin, R. K. (2024). Case study research and applications: Design and methods (7th ed.). SAGE.

Keywords :

Early Childhood Development, Entrepreneurial Culture, Innovative Social Practice, Entrepreneurship Education, Play-Based Learning, Experiential Learning.