To be an entrepreneur, one must be willing to take risks, venture forth, and see things through to completion. A person should be willing to take a risk and put his or her life on the line for something, among other things. Often, the educational technique used in the teaching and learning contexts to which people are exposed inhibits this essential output behaviour.
There are some educational concepts that, if followed, can encourage and sustain entrepreneurial behaviour in a knowledge-driven economy, the goal of this article.
In order to encourage pupils to find the essentials for themselves, introduce learning and teaching methods that pique their interest.
As a result, educators must strive to play a minimal rather than a maximal role in education. Equipment and learning design, on the other hand, should be carefully prepared and organised in order for students to discover fundamental learning principles and their applications. This should be done if curriculums do not provide learning outcomes. While it may be true that current experts have a better understanding of what it takes to succeed in the information economy, the detrimental impacts of instilling neuroses in the learner may exceed the gains. As a result, the educator should allow students to find the discipline’s basic building blocks and fulcrums through self-discovery in education design. Students can discover who they really are as learners when given the freedom to explore on their own and make their own choices about how and what they learn. Self-discovery and self-determination allow the student to focus on what he could be rather than being discouraged by the fact that he hasn’t achieved the success of others. The learner must become what he or she values and wants to keep in order to become a fulfilled and entrepreneurial individual.
Nevertheless, this can only be accomplished if the process of education is not seen as a mechanical one. Instead, a risk-taking and self-reliant strategy should be employed. “I am among those who believe that science is beautiful,” Nobel Laureate Marie Curie said. Scientists are more than just technicians in their labs; they are also children who are mesmerised by the natural world. We must resist the temptation to imagine that all advancement in science can be boiled down to mechanism… The spirit of adventure does not appear to be on the wane in our world,” he adds (Goldsmith,2005).
Such an approach will help students build cognitive thinking skills that may be used in a variety of contexts, from simple to sophisticated.
Questions posed to students should be as explicit as possible in order to pique their interest. There’s a risk that vagueness could kill the learner’s curiosity. The likelihood of finding concrete and precise information increases when questions and probes are targeted. Students should be allowed as much freedom and fun in the process of self-discovery as possible when they’re trying to figure out the answers to their questions.
It is important to always trying new things to learn and discover new things.
To validate and strengthen one’s own discoveries, it is necessary to continue the process of experimenting in order to learn and uncover new basics, new theories and new prospects. To further enhance the learner’s experience, it is imperative that he or she engage in more complicated and real-world scenarios. Stabilizing the minds of students and encouraging their intellectual development can both be accomplished by creating an intellectual climate conducive to experimentation.