DEVELOPING ENTREPRENEURIAL THINKING IN PRE-SERVICE PRIMARY SCHOOL TEACHERS THROUGH A BUSINESS-ORIENTED COURSE

Abstract

The growing complexity of contemporary educational systems requires teachers who are capable of acting proactively, creatively, and innovatively in response to social and institutional challenges. Entrepreneurial thinking has therefore emerged as a crucial transversal competence for educators, particularly at the primary school level, where foundational learning dispositions are formed. This conceptual paper examines the potential of a business-oriented course as a pedagogical tool for developing entrepreneurial thinking among pre-service primary school teachers. Drawing on international research in entrepreneurship education and teacher education, the article analyzes the theoretical foundations of entrepreneurial thinking, its relevance to the teaching profession, and the pedagogical logic of integrating business-oriented learning into initial teacher education. The paper proposes a conceptual model of a business-oriented course tailored to pre-service primary teachers and discusses its expected educational outcomes. The study contributes to the theoretical discourse on teacher entrepreneurship and offers curriculum-level and policy-level implications for higher education.