Identifying the Components of Entrepreneurial Schools for Creating an Innovative Entrepreneurship Ecosystem in Iran’s Education System

Abstract

This study aimed to identify and explain the components of entrepreneurial schools and to develop a context-specific model for establishing an innovative entrepreneurship ecosystem within Iran’s education system. This qualitative study was conducted using a grounded theory approach. The study population consisted of educational managers, researchers, and academic and executive experts with knowledge and experience in educational management and entrepreneurship education. Participants were selected through purposive sampling, which continued until theoretical saturation was achieved. Ultimately, 22 experts participated in the study. Data were collected through semi-structured interviews. Following transcription and repeated review of the interviews, the data were analyzed through open, axial, and selective coding. Initial concepts were categorized according to their semantic similarities, and the relationships among the categories were organized within the grounded theory paradigmatic model. The analysis produced a model comprising four principal dimensions. Causal conditions included the entrepreneurship curriculum, monitoring of the school entrepreneurship ecosystem, school principals, entrepreneurial teachers, research management, and educational management. Contextual conditions comprised cultural and social factors, the development and reinforcement of information technology infrastructure, financial factors, and the organizational structure of schools. Intervening conditions consisted of institutions and networks, education policies and guidelines, and the attitudes of parents and peers. The consequences were categorized as the development of entrepreneurial attitudes, the expansion of regional small and medium-sized enterprises, and greater alignment between educational content and students’ interests. The relationships among these categories indicated that entrepreneurial schools emerge through the simultaneous and integrated interaction of educational, managerial, cultural, technological, financial, structural, and networking factors. The proposed model provides a context-sensitive framework for educational policymaking, curriculum reform, the professional empowerment of teachers and school principals, the development of innovation infrastructure, and the strengthening of relationships among schools, families, industries, and communities. Coordinated implementation of the identified components can transform schools into dynamic, creative, interactive, and value-generating environments and contribute to educating entrepreneurial and innovative students capable of participating effectively in a knowledge-based economy.