Entrepreneurial Practice Towards Resilient Future: A Good Practice From Erasmus+ Ka2 Kateika Project

Abstract views: 69 / PDF downloads: 35





Entrepreneurial Culture, Entrepreneurial competences, Erasmus , International Collaboration, Home Economics, Sustainable Development Goals, Resilience


Lifelong learning is a well-established and applied concept around the world, especially in Europe. In addition, Erasmus+ is one of the most successful lifelong learning programmes of the European Union which brings people together, promotes cultural exchange and peace all over the world.

This study presents good example of the Erasmus project “KATEIKA 家庭科: Piloting Home Economics in the EU Primary School Curricula” which was developed and implemented through international collaboration. The authors have connected the outcome of the research result and the concepts of entrepreneurship to demonstrate the importance of such activities. Entrepreneurial mindset and competences are the keys to creating the entrepreneurial culture in schools and beyond towards a resilient future.


Anerua, F. A., & Obiazi, A. E. (2009). Entrepreneurship education in home economics: problems and prospects. Journal of Qualitative Education, 7, 1-7.

Annan-Diab, F., & Molinari, C. (2017). Interdisciplinarity: Practical approach to advancing education for sustainability and for the Sustainable Development Goals. The International Journal of Management Education, 15(2), 73-83.

Bacigalupo, M., Kampylis, P., Punie, Y., & Van den Brande, G. (2016). EntreComp: The entrepreneurship competence framework. Luxembourg: Publication Office of the European Union, 10, 593884.

English, L. M., & Carlsen, A. (2019). Lifelong learning and the Sustainable Development Goals (SDGs): Probing the implications and the effects. Int Rev Educ 65, 205–211. https://doi.org/10.1007/s11159-019-09773-6


Kawamorita, H., (2023). COVID-19 AND HIGHER EDUCATION INSTITUTIONS IN SUSTAINABLE RESILIENT RECOVERY: A CASE OF HACHINOHE GAKUIN UNIVERSITY, JAPAN. Digital Resilience and Sustainable Entrepreneurship in the Time of Covid, 53.

Kawamorita, H., Salamzadeh, A., Demiryurek, K., & Ghajarzadeh, M. (2020). Entrepreneurial universities in times of crisis: Case of COVID-19 pandemic. Journal of Entrepreneurship, Business and Economics, 8(1), 77-88.

Mawson, S., Casulli, L., & Simmons, E. L. (2023). A Competence Development Approach for Entrepreneurial Mindset in Entrepreneurship Education. Entrepreneurship Education and Pedagogy, 6(3), 481-501. https://doi.org/10.1177/25151274221143146

McGrath, R. G., & MacMillan, I. C. (2000). The entrepreneurial mindset: Strategies for continuously creating opportunity in an age of uncertainty (Vol. 284). Harvard Business Press.

Ministry of Education, Culture, Sports, Science and Technology (MEXT) (2008) ‘Course of Study: Home economics in primary school’. Online. www.mext.go.jp/component/english/__icsFiles/afieldfile/2011/03/17/ 1303755_009.pdf (accessed 12 October 2023).

Mitchelmore, S., & Rowley, J. (2010). Entrepreneurial competencies: a literature review and development agenda. International journal of entrepreneurial Behavior & Research, 16(2), 92-111.

National Council for Curriculum and Assessment. (2018). Education for Sustainable Development: A Study of Opportunities and Linkages in the Primary and Post-Primary Curriculum. Dublin: Online. https://ncca.ie/media/1505/well-being_and_post-primaryschooling_a_review_of_the_literature_rr_6.pdf (accessed 12 October 2023).

Nogueiro, T., Saraiva, M., Jorge, F., & Chaleta, E. (2022). The Erasmus+ Programme and Sustainable Development Goals—Contribution of mobility actions in higher education. Sustainability, 14(3), 1628.

Patzelt, H., & Shepherd, D. A. (2011). Recognizing Opportunities for Sustainable Development. Entrepreneurship Theory and Practice, 35(4), 631-652. https://doi.org/10.1111/j.1540-6520.2010.00386.x

Pendergast, D. (2017). SDGs and Home Economics: Global Priorities, Local Solutions. In 1st International Conference on Social, Applied Science and Technology in Home Economics (ICONHOMECS 2017) (pp. 233-239). Atlantis Press.

Ratinho, T., Amezcua, A., Honig, B., & Zeng, Z. (2020). Supporting entrepreneurs: A systematic review of literature and an agenda for research. Technological Forecasting and Social Change, 154, 119956.

Raţiu A, Maniu I, Pop E-L. (2023). EntreComp Framework: A Bibliometric Review and Research Trends. Sustainability.; 15(2):1285. https://doi.org/10.3390/su15021285

Schwartz, M. (2006), “For whom do we write the curriculum?”, Journal of Curriculum Studies, Vol. 38 No. 4, pp. 449-57.

Seikkula-Leino J, Salomaa M, Jónsdóttir SR, McCallum E, & Israel H. (2021). EU Policies Driving Entrepreneurial Competences—Reflections from the Case of EntreComp. Sustainability. 13(15):8178. https://doi.org/10.3390/su13158178

Shulman, L.S. & Shulman, J.H. (2004). “How and what teachers learn: a shifting perspective”, Journal of Curriculum Studies, Vol. 36 No. 2, pp. 257-71.

Tajpour M, Kawamorita H, & Demiryurek K., (2020). Towards the third generation of universities with an entrepreneurial approach. International Journal of Technoentrepreneurship (IJTE), Vol. 4, No. 2.

Takeshita, H., & Suzuki, A., (2022). The Development of a Conceptual Understanding of a Sustainable Society in Home Economics Education. 広島大学大学院人間社会科学研究科紀要「教育学研究」第3号 pp.139-146

Venâncio, A., & Pinto, I. (2020). Type of entrepreneurial activity and sustainable development goals. Sustainability, 12(22), 9368.

Volles, N. (2016). Lifelong learning in the EU: changing conceptualisations, actors, and policies. Studies in higher education, 41(2), 343-363.

Weitz, N., Carlsen, H., Bennich, T., Nilsson, M., & Persson, Å. (2023). Returning to core principles to advance the 2030 Agenda. Nature Sustainability, 6(10), 1145-1148.

Westbury, I., Hansen, S.-E., Kansanen, P. & Bjo¨rkvist, O. (2005). “Teacher education for research-based practice in expanded roles: Finland’s experience”, Scandinavian Journal of Educational Research, Vol. 49 No. 5, pp. 475-85.




How to Cite

Kawamorita, H., ÇELIK, S., DEMIRYÜREK, K., & MAGNANI, L. (2024). Entrepreneurial Practice Towards Resilient Future: A Good Practice From Erasmus+ Ka2 Kateika Project. JINENIS, 2(4), 250–263. https://doi.org/10.5281/zenodo.10460088