Mid Sweden University

In an era defined by rapid technological advancement and economic uncertainty, creative problem-solving (CPS) has emerged as a cornerstone of future-ready education. Yet traditional curricula often lack the instructional strategies needed to develop the thinking skills and cognitive flexibility essential for navigating real-world challenges. This study contributes to the evolving pedagogy of CPS by designing and testing innovative educational units that integrate entrepreneurial education, creativity-focused thinking, and structured CPS methodologies, including TRIZ - a theory-based inventive problem-solving approach that guides learners to overcome constraints through systematic thinking. Grounded in the Theory of Planned Behavior and the 21st-Century Skills Framework, the study proposes a distinctive approach that combines motivation, skill acquisition, and applied problem-solving. Conducted among 10th-grade students in Muscat, Oman, the study employs a quasi-experimental design to evaluate the impact of these units on three core CPS dimensions: problem understanding, idea generation, and solution development. Data were collected using a validated Creative Problem-Solving Test (CPST) and analyzed across experimental and control groups. Results revealed significant gains in the experimental group, particularly in idea generation (78.74 %), followed by problem understanding (76 %) and solution development (75.33 %). Gender analysis showed that female students outperformed male students across all CPS dimensions, emphasizing the importance of gender-responsive pedagogical strategies. By bridging motivational theory with cognitive skills training and creativity research, this study offers a scalable, evidence-based model for embedding CPS in secondary education. The findings not only align with Oman’s Vision 2040 but also contribute to global discussions on designing instructional interventions that foster innovation, adaptability, and inclusive problem-solving capacity in young learners. 

Entrepreneurial thinking skills are essential for fostering creativity, initiative, and risk-taking in students, preparing them for dynamic and innovation-driven economies. The present study examines the integration of entrepreneurial thinking skills and future-oriented skills into school curricula to improve creativity, initiative, and risk-taking among tenth-grade students in Muscat, Oman. Using a quasi-experimental design, the research involved experimental and control groups, with data collected through a validated Entrepreneurial Thinking Scale (ETS). Statistical analyzes, including ANCOVA and Two-Way ANOVA, revealed significant improvements in the experimental group, with creativity showing the highest enhancement (78.74%), followed by initiative (76%), and risk-taking (75.33%). The study also identified notable gender differences, with female students consistently outperforming their male counterparts, highlighting the need for gender-sensitive instructional strategies. This research contributes to the broader discourse on fostering creativity and thinking skills in education by advancing innovative teaching practices. The findings underscore the transformative potential of integrating entrepreneurial education into curricula, which is crucial given global educational trends. By presenting a scalable framework for equipping students with entrepreneurial skills this research offers pedagogical innovations that enhance adaptability, innovation, and resilience. These insights are relevant to educators, policymakers, and researchers seeking to enhance creativity and thinking skills in formal educational settings and beyond. 

Self-regulation is a crucial skill for understanding child development, as it contributes to children’s competence, approach, persistence, and overall learning and achievement. We conducted a case study of early self-regulation in seven 3- to 4-year-old children at a nursery in the United Arab Emirates. In an earlier study, this nursery room received high-quality ratings based on an objective and well-established environmental rating scale. In this follow-up study, a new observational measure was used to assess young children’s self-regulation during authentic playful activities – the Preschool Situational Self-Regulation Toolkit (PRSIST) assessment. This assessment measures children’s overall self-regulation, including its cognitive and behavioral components. Capturing these children’s self-regulation aimed to evaluate their ability to manage cognitive and behavioral responses in authentic play-based contexts and to explore how these skills manifest in a high-quality early childhood education setting. The findings highlighted average to high levels of self-regulation among the children studied who were enrolled in this high-quality nursery. This research study contributes evidence to existing data, emphasizing the importance of addressing self-regulation development in early childhood education curricula to potentially enhance the holistic development of young children.

This article examines entrepreneurship education (EE) in school and in teacher education in the Nordic European countries including Denmark, Finland, Iceland, Norway, and Sweden. The research design is based on a semi-systematic literature review following the PRISMA 2020 statement and a reflexive thematic analysis after Braun and Clark. Within the findings, all Nordic countries identify a concordant subject-orientated understanding of entrepreneurship education as a didactical approach and a mindset of educators in the learning process by using several terms, summarized in the definition of the term “Nordic entrepreneurial pedagogy.” Our article highlights aspects of entrepreneurship education in the Nordics against the background of international understandings, focusing on the definition of entrepreneurship education, the role of the teacher and methods applied. The analysis reveals the importance of a standardized definition for entrepreneurship education and calls for more scholarship exploring Nordic entrepreneurial pedagogy in teacher education.

This exploratory study delves into the transformative potential of a succinct, eight-week Innovation Challenge course in fostering entrepreneurship competence among university students. It paves the way in reimagining how brief educational interventions can yield significant learning outcomes in entrepreneurial settings. Employing a mixed-methods approach, this study intertwines quantitative and qualitative data analyses. It leverages surveys and reflective narratives from participants of the Innovation Challenge course, offering a comprehensive understanding of their learning journey. The study unveils that, while quantitative shifts in entrepreneurship competence were not statistically significant, the qualitative insights reveal a profound impact. Key pedagogical elements—including collaborative activities, reflective practices, and mentorship—emerge as catalysts in nurturing entrepreneurial skills. With its focus on a single academic institution and a brief course duration, this study lays the groundwork for further research and offers new insights into the theoretical foundations. Future explorations could extend to longitudinal studies across diverse educational contexts, offering a deeper understanding of the lasting effects of such pedagogical approaches. The findings have substantial implications for the design and execution of entrepreneurship education in university environments. The study underscores the value of experiential learning, continuous self-evaluation, collaborative engagement, and mentoring in shaping entrepreneurial competencies. This research extends beyond academic realms, offering insights into how entrepreneurship education can serve as a lever for societal advancement and economic innovation. Marking a significant contribution to the field of entrepreneurship education, this study illuminates the efficacy of short-term educational interventions in empowering entrepreneurial competence. It also underscores the synergy of combining quantitative and qualitative methodologies in evaluating educational program effectiveness, setting a new precedent in pedagogical research.

This chapter aims to develop an understanding of individual resilience among refugees, and the opportunities it creates for new developments in entrepreneurship education. It presents research initiatives while concluding that individual resilience is a complex entrepreneurial asset. It is needed to cope with the changing circumstances, anxiety, and stress that refugee entrepreneurs face. Individual resilience reflects the current and previous socio-organisational experiences of potential refugees and is not just a subjective, person-based experience. The role of refugee entrepreneurship education is to offer initiatives that will take into account experiences and social capital of participants. These solutions should be unique, and when successful, they can foster individual resilience among refugee entrepreneurs. 

Responding to the complexities of the 21st century, this edited book on Early Childhood Care and Education (ECCE) will offer a comprehensive exploration of theory, best practices, and contemporary influences in the field. First, the book project will delve into the foundations of ECCE, exploring its philosophical, socio-economic, and pedagogical underpinnings. The book will then delve into innovative approaches to teaching for the 21st century, encompassing critical topics like Philosophy for Children (P4C), peace education, sustainability, essential thinking skills, and the integration of robotics and coding in early learning environments. Furthermore, the book will examine how to cultivate social-emotional learning and foster ethical considerations in ECCE regarding the impacts of current social, political, and economic challenges on young children. Assessment and evaluation practices will also be critically explored to guide the holistic development of young children and for the accountability of all stakeholders. Finally, the book will tackle the influence of contemporary factors and policies on ECCE, providing readers with a comprehensive understanding of the current landscape. By compiling these diverse and timely topics, this edited volume will be a resource for navigating the ever-evolving landscape of early childhood care and education, as well as empower researchers, educators, and students to create nurturing and stimulating practices that prepare young minds to thrive in the 21st century.

Entrepreneurship education has much potential to act as the main driver for society, which promotes well-being, economic sustainability, and solving global wicked challenges, such as climate change. Thus, education strategies and political programs emphasize that entrepreneurship education or strengthening entrepreneurs' activities should occur through the educational system. However, entrepreneurship education has its roots in adult education or teaching older students. In addition, the field reflects a business orientation, making it difficult for the theme to be integrated into education for young children. In this paper, we study "How has entrepreneurship education been studied in the preschool context?". This study utilizes a semi-structural literature review which was conducted in the fall of 2022. This approach allows for a better understanding of complex areas within a given research topic, such as studying entrepreneurship education in the context of preschool education. Eleven peer-reviewed studies were included in the analysis. The articles were coded deductively and inductively using a concept-centric approach. The results show the potential of entrepreneurship education to be utilized more in educating young children if we want to develop societies more ambitiously. In general, more research is needed in the field. Furthermore, there is a need to study what happens in entrepreneurship education preschool interventions and what results can be achieved. Our research can also contribute to preparing educational strategies and developing curricula, providing ideas to early childhood educators.

Entrepreneurship educationEntrepreneurship education is a relevant field of study at all educational levels. The concept of entrepreneurship educationEntrepreneurship education has been integrated into a variety of content areas in recent years, such as physics, chemistry, biologyBiology, and art. Recent global pedagogical strategies promote the integrationIntegration (of STEM education and Entrepreneurship, also Entrepreneurial STEM) of both STEM and entrepreneurship educationEntrepreneurship education. Researchers are working to understand how the world works, solve everyday problems, and develop technologyTechnology, science, societySociety and economyEconomy (Economic growth). In this sense, when STEM is not enough to explain a phenomenon or solve a problem, another field can be integrated into STEM, extending the STEM approach to, for example, E-STEM, STEM+A, or STEAM. Researchers are trying to integrate STEM educationSTEM education with other subjects such as art, environmental studies, entrepreneurshipEntrepreneurship and design when an everyday problem could not only be solved by using STEM educationSTEM education. The concept of entrepreneurshipEntrepreneurship is especially useful because entrepreneurshipEntrepreneurship also has the capacity to contribute to STEM educationSTEM education in addition to adding an additional step to STEM and contributing to STEM educationSTEM education by helping to create innovative and entrepreneurial citizens. This chapter is a non-systematic literature review which aims to inform readers about the links between STEM and entrepreneurship educationEntrepreneurship education. This non-systematic literature review indicated that STEM and entrepreneurshipEntrepreneurship are two important interdisciplinaryInterdisciplinary approaches that complement each other. The emphasis in the literature on the need for STEM students, teachersTeachers and leaders to adopt an entrepreneurial mindsetEntrepreneurial mindset is increasing day by day. In addition, it can be said that the ideas, productsProduct or designs revealed via STEM educationSTEM education may have more value creation potential from an entrepreneurial perspective.

This research contributes to the growing discussion on entrepreneurial competencies from a multidisciplinary point of view, integrating elements of entrepreneurship research, education sciences, and psychology. Despite many efforts to develop and utilize different entrepreneurial constructs in entrepreneurship education, there is still a lack of theoretical framework for systematic development and measurement validation related to entrepreneurial competencies. This paper aims to widen the theoretical and conceptual discussion on entrepreneurial competencies by stressing the roles of self-esteem and self-efficacy. The study aims to contribute to the academic discussion (1) by addressing this research gap through a literature-based analysis on how entrepreneurial competen-cies, self-efficacy and self-esteem relate to each other; and (2) by presenting a conceptual framework (ENTself) for further development of entrepreneurship education. The results of the study reflect how self-esteem and self-efficacy are connected, and how they can be aligned with entrepreneurial compe-tencies. We argue that a systematic, theory-based approach to further research on entrepreneurial competencies, based on the proposed framework, is needed for a broader understanding and facilita-tion of entrepreneurship education. Also, the development of assessment tools adapted from ENTself is suggested for conducting future research of the framework and its validation.