Embedding Digital Entrepreneurship into Traditional Curriculum: Challenges and Opportunities

Abstract

Incorporating digital entrepreneurship into conventional curriculum has become essential in addressing  the increasing needs of a technology-driven global economy. This study examined the obstacles and prospects of integrating digital entrepreneurship into educational systems, highlighting its ability to equip students for dynamic labour markets and promote innovation. The study utilized a mixed-methods research approach, focusing on 300 participants, including curriculum designers, school administrators, and instructors. A purposive sample of 100 participants was selected from the Gwagwalada and Kuje Area Councils, comprising 20 curriculum designers, 20 school administrators, and 60 instructors. Data were gathered with an 18-item structured questionnaire titled "Challenges and Opportunities of Digital Entrepreneurship in Traditional Curriculum Questionnaire (CODETCQ)," assessed on a four-point Likert scale. Validity and reliability were established via content validation, and a pilot study, and a Cronbach’s alpha reliability coefficient of 0.70 was obtained. Descriptive and inferential statistics using SPSS version 25, identified significant obstacles including elevated internet access prices, insufficient funding, limited digital literacy among educators, poor digital resources and inconsistent power supply. The findings underscored the beneficial effects of instructing digital entrepreneurship on students' entrepreneurial mindsets and readiness for the digital economy, enhancing e-commerce knowledge, digital marketing competencies, and career prospects. Moreover, using digitally proficient educators, ensuring reliable internet connectivity, implementing training and retraining initiatives, and incorporating digital technologies into educational environments were seen as helpful resources. ANOVA analyses revealed no significant disparities in the viewpoints of curriculum designers,  administrators, and teachers across the three research aspects, confirming a collective acknowledgment  of difficulties, rewards, and strategies. The research highlights the necessity for focused investments and legislative measures to facilitate the effective incorporation of digital entrepreneurship education inside conventional classroom environments.