Entrepreneurial Geography

The aim of the Development of entrepreneurship competence in Geography teaching project is to develop initiative and entrepreneurial competence among students in grades 7–10 within the framework of geography education. These two key competences help students to realize their ideas, take risks with confidence, and actively participate in socio-economic processes. The project is not only aimed at expanding students’ geographical knowledge, but also at preparing them for life by helping them make responsible decisions and think creatively about global issues.

Key Activities and Student Experience

The aim of the student activities featured in the program is to practically develop students’ initiative and entrepreneurial competence within the framework of geography education.

Main student activities:

• Document analysis: Students examine various sources, interpret them, and draw conclusions.
• Designing and evaluating questionnaires: They conduct their own research, collect data, and analyze the findings.
• Problem identification and brainstorming: Tasks that encourage creative thinking, such as exploring possible solutions to environmental issues.
• Field research and photo documentation: Students carry out observations in their local surroundings, take photos, and analyze them.
• Examining local examples: They analyze the economic and social characteristics of their own municipality and look for entrepreneurial opportunities.
• Idea generation and project planning: Students develop their own business ideas while taking legal and economic frameworks into account.

These activities not only deepen geographical knowledge, but also help students develop skills applicable to real life, including responsible decision-making and creative thinking.

Program Features and Principles

The program emphasizes connecting with the local environment so that students can explore entrepreneurial thinking through the economic and social characteristics of their own community. A key principle is that students should develop realistic, viable ideas while taking legal and economic frameworks into account. The goal is to enable them to make responsible decisions and think creatively about the challenges of an increasingly globalized world.

Methodology and Structure

The structure of the program is divided into grade levels, consisting of interconnected developmental stages that support the advancement of initiative and entrepreneurial competence within geography education. In the introductory phase, the theoretical background and development goals are laid out. The foundation phase targets grades 5–6, where students engage in tasks connected to natural sciences that establish the basis for competence development. The development phase for grades 7–8 involves deeper exploration within the geography curriculum, often focusing on local examples. This process is further intensified in grades 9–10, where students analyze complex socio-economic relationships and develop their own ideas. Each grade level features practical, activity-based tasks tailored to the developmental stage. Methodological guidelines ensure integration into the curriculum and take age-specific characteristics into consideration.

Expected Outcomes and Value

The program has multiple outcomes and values that support students’ personal development and the renewal of geography education. Students learn to think independently, develop ideas, and put them into action. Through project-based learning, they create student initiatives, business plans, and local solutions to real-world problems. The methodological toolkit for teachers is expanded, allowing them to integrate new, practical tasks into the curriculum. By starting from their own environment, students become more motivated and engaged. They develop a realistic and viable mindset, become capable of making responsible decisions, and are encouraged to respond to the challenges of a globalized world. Their social awareness and connection to local communities are strengthened. Therefore, the program not only serves educational purposes—it also shapes students’ perspectives, helping them become active, conscious, and initiative-driven members of society.