Determinants of Entrepreneurship Education Implementation in Schools: Evidence from Project-Based Survey Data in Northern Vietnam

Tóm tắt

Entrepreneurship education is increasingly regarded as a key approach to fostering innovative thinking, self-reliance, and adaptability among students, particularly in mountainous and disadvantaged regions. However, the extent to which entrepreneurship education is implemented in schools varies considerably and is influenced by multiple organizational, institutional, and local contextual factors. This study examines the determinants of entrepreneurship education implementation in schools using project-based survey data collected from mountainous areas in Northern Vietnam. The study employs a quantitative approach based on 180 valid observations. Entrepreneurship education implementation is measured through a composite index capturing the integration of entrepreneurship content into teaching activities, experiential learning, and project-based guidance for students. Ordinary Least Squares (OLS) and Ordered Logit models are applied to assess the effects of school support, institutional support, local resource integration (OCOP), and selected teacher-related control variables. The empirical results indicate that school support and local resource integration exert the most significant and robust positive effects on entrepreneurship education implementation. Institutional support from local authorities also shows a positive but less stable influence. In contrast, individual teacher characteristics do not exhibit consistent effects once organizational and contextual factors are considered. The findings provide important empirical evidence on the role of organizational and local contextual conditions in entrepreneurship education and offer policy implications for improving implementation effectiveness in mountainous and disadvantaged regions.