Technologies for Entrepreneurship at Basic Education: the UKids project lesson for the after COVID-19

Copy igh © 2022 by Au ho /s and Licensed by IADITI. This is an open access a icle dis ibu ed unde he C ea i e Commons A ibu ion License which pe mi s un es ic ed use, dis ibu ion, and ep oduc ion in any medium, p o ided he o iginal wo k is p ope ly ci ed. Jou nal o In o ma ion Sys ems Enginee ing and Managemen 2022, 7(4), 18225 e-ISSN: 2468-4376 h ps://www.jisem-jou nal.com/ Resea ch A icle Technologies o En ep eneu ship a Basic Educa ion: he UKids p ojec lesson o he a e COVID-19 Ma ia Inês Ribei o Basílio de Pinho 1 * 1 Cul u al and Social S udies Depa men / Poly echnic o Po o / ESE, Po ugal * Co esponding Au ho : [email p o ec ed] Ci a ion: Pinho, I. (2022). Technologies o En ep eneu ship a Basic Educa ion: he UKids p ojec lesson o he a e COVID-19. Jou nal o In o ma ion Sys ems Enginee ing and Managemen , 7(4), 18225. h ps://doi.o g/10.55267/iad .07.12546 ARTICLE INFO ABSTRACT Recei ed: 19 Sep 2022 Accep ed: 17 Oc 2022 Since he compu e and obo ics e olu ion a he end o he 20 h cen u y, i is assumed ha he way o wo king, o he ime dedica ed o leisu e would change. And changes ook place, albei sequen ially and ollowing globaliza ion and he espec i e capi alis demands. Howe e , wo ke s now ha e email and o he pla o ms in hei elec onic sys ems ha make hem con ac able 24 hou s a day. Thus, ins ead o he expec ed inc ease in ime dedica ed o leisu e and amily, i dec eases. Recen ly, his si ua io n has unde gone he i s e e sal, al hough o ced, when he wo ld is in aded, by su p ise, wi h a pandemic called COVID- 19. In wo days, he globe economy is o ced o slow down and pa en s in elecommu ing, s a o accompany mo e hei child en a scho ol. Teaching unde goes an e olu ion om 19 h cen u y me hodologies o 21s cen u y me hodologies. In o he wo ds, om wo k in he class oom hey mo e o synch onous and asynch onous lessons. Also ci izenship opics such as sus ainable de elopmen oge he wi h Social and Educa ional En ep eneu ship a e p omo ed in School p og ams. Simul aneously, wo documen s s and ou and guide human beha io s un il 2030 and 2063, espec i ely he UN Sus ainable De elopmen Goals and he 2063 Agenda o A ica. The p e sen wo k p esen s he new eaching s a egies ollowed and he suppo echnologies used in he implemen a ion o he UKIDS pilo p ojec . To implemen i a 3 d yea class oom om a p ima y school nea by Po o was used as he case s udy and he en ep en eu ship cul u e dimension/” ash alue” challenge we e selec ed. Reusing hings, helping hei pa en s o sepa a e he ga bage, keeping all egg ca oon and make objec s om hem was compulso y. A he end, a ques ionnai e was implemen ed, and he 3 d yea child en epo ed o ha e lea ned mo e abou he De elopmen Goals wi h he Ukids p ojec hen in he class oom. Keywo ds: En ep eneu ship in Educa ion, COVID, Basic Educa ion, UKIDS Technologies, Sus ainable De elopmen Goals. INTRODUCTION Indi iduals acc edi ed o Educa ion ha e long a gued ha i is no possible o con inue eaching as was done in hei ime. In his sense, a e olu ion in Educa ion is ad oca ed o all le els, namely o he 1s cycle. One o he di e ences lies in he use o echnologies. In his wo k, he concep o echnologies should no be seen only as e e y hing ha conce ns ha dwa e, so wa e, machines, among o he s, bu a he wi h "knowing how o do", "knowing how o be" and "knowing how o s ay". Also, he idea o “job o li e” ended. The young adul o he u u e knows ha , ega dless o he a ea in which he/she wo ks, he/she will ha e o in e nalize en ep eneu ial beha io s, ei he by c ea ing his own job, o by aking on in ap eneu ial a i udes. Likewise, he/she will ha e a pe manen conce n o upda e himsel /he sel , adop ing li elong aining beha io s, whe e echnologies will be a cons an . The p ojec p esen ed in his wo k is called You h S a Social En ep eneu ship P og am Fo Kids (UKIDS) and is he esul o he applica ion, in 2017, o he Eu opean p og am E asmus + KA2 S a egic pa ne ships o School Educa ion- Coope a ion o Inno a ion and Exchange o Good P ac ices, sub-measu e KA201 – S a egic Pa ne ship o School Educa ion, wi h a iew o de elopmen and inno a ion (skills in En ep eneu ship and Mind ulness in Educa ion). Pinho I. / J INFORM SYSTEMS ENG, 7(4), 18225 2 / 11 I s goal is ambi ious. In o he wo ds, while looking o ways o wo k wi h he concep o En ep eneu ship in Educa ion, i s eng hens he quali y o ci izenship in child en. This is how i seek o combine En ep eneu ship in Educa ion echniques wi h he Sus ainable De elopmen Goals p oposed by he Uni ed Na ions, lea ing as clues o u u e wo k he applica ion o ha concep o Agenda 2063, wha we wan o A ica. To his end, he wo k de eloped below begins by add essing he concep s o En ep eneu ship, Social En ep eneu ship and En ep eneu ship in Educa ion, ollowed by a i s obse a ion o he ecen phenomenon o COVID-19 and he consequences o Educa ion; he in oduc ion o echnologies in he 1s cycle; p esen a ion o he Sus ainable De elopmen Goals/A ica 2063 Agenda and i s applica ion o en ep eneu ship in Educa ion om he Ukids p ojec , ending wi h he conclusions and clues o u u e esea ch. LITERATURE REVIEW Concep s o En ep eneu ship, Social En ep eneu ship and En ep eneu ship in Educa ion Cu en ly, o ganiza ions a e looking o mul i-skilled p o essionals who help o wo k wi h a sys emic ision, ac ing and in e ac ing be ween eams om di e en sec o s. Fo his, he p o essional needs o be: “c ea i e, inno a i e, ins iga o , o iginal, pe sis en , communica i e, good lis ene , lexible, balanced, in ui i e and who has he sel -con idence o seek inno a ions, o a he , who is an en ep eneu o who has an en ep eneu beha io ” (Sil a e al., 2013, p.170). The e m en ep eneu ship has been used o almos 300 yea s. In ac , Can illon (1775) al eady de ined en ep eneu as he indi idual who akes isks. La e Smi h (1776), Mill (1848) and Knigh (1928) e e o en ep eneu s, espec i ely, as agen s who ans o m demand in o supply; he pe son who akes isks and makes decisions, who gene a es limi ed esou ces o launching new businesses. As o he concep o en ep eneu ship, i is de ined by Schumpe e (1942) as consis ing in he c ea ion o new businesses, bu also in he inno a ion o exis ing businesses. The same au ho e e s o he de ini ion as a p ocess o ‘‘c ea i e des uc ion’’, h ough which exis ing p oduc s o p oduc ion me hods a e des oyed and eplaced by new ones. In his sense, en ep eneu ship esul s in he annihila ion o old ideas ha , because hey a e no new, no longe can su p ise and deligh . He e, i is unde s ood ha he essence o en ep eneu ship lies in change and inno a ion. In ano he pe spec i e, Bagagio and Bagagio (2020) de ine en ep eneu ship as assuming a p oac i e beha io in he ace o issues ha need o be esol ed. En ep eneu ship is he awakening o he indi idual o he ull use o his a ional and in ui i e po en ial. I is he sea ch o sel -knowledge in a p ocess o pe manen lea ning o in an a i ude o openness o new expe iences and new pa adigms. Fo hese easons he en ep eneu sees he wo ld wi h new eyes, wi h new concep s, wi h new a i udes and pu poses. The en ep eneu is an inno a o o con ex s. En ep eneu ial a i udes a e cons uc i e. He/she has en husiasm and good humo . Fo him/he he e a e no only p oblems, bu p oblems and solu ions. Au ho s such as Bacigalupo e al. (2016), de end en ep eneu ship as a compe ence ha applies o all sphe es o li e. I allows ci izens o nu u e hei pe sonal de elopmen , ac i ely con ibu e o social de elopmen , en e he labo ma ke as employees o as sel -employed, and s a o expand en e p ises ha may ha e a cul u al, social, o comme cial mo i e. Since Schumpe e , he concep has unde gone changes and has been ex ended o o he a eas o knowledge such as Cul u al En ep eneu ship (Hagoo , 2007) o S a egic En ep eneu ship (Pinho, 2019, Pinho, 2018a), Pinho, 2018b), Pinho, 2014, Hi e al., 2011). Mo e ecen ly, i is men ioned En ep eneu ship applied o Educa ion (Pinho e al., 2019). Fo Yueh e al. (2020) en ep eneu ship educa ion is di e en om business en ep eneu ship a se e al le els, namely:  Business school s uden s do no lea n en ep eneu ship p ope ly, despi e being well p epa ed in specialized p o essional skills, knowledge and skills ela ed o adminis a i e and co po a e unc ions.  En ep eneu ship educa ion, in u n, goes beyond gene al business educa ion, as i is linked o educa ion o inno a ion and is also ela ed o global, social, poli ical, and echnological en i onmen s. In o he wo ds, Ome A ali and Yemini (2017) see he concep o En ep eneu ship in Educa ion as a p ocess by which he ision o he en ep eneu is based on he iden i ica ion o a need o p oblem wi hin he educa ional sys em, oge he wi h an oppo uni y o sol e i in an inno a i e app oach. This leads o he o mula ion and execu ion o goals in a way ha c ea es alue, hus immedia ely in luencing he en i onmen and he educa ion sys em in he b oades sense. Likewise, En ep eneu ship in Educa ion is unde s ood by G i okos opoulou e al. (2019) as he p ocess o equipping s uden s wi h he abili y o gene a e ideas and skills o implemen hem. Thus, he s uden acqui es addi ional knowledge, a ibu es and skills equi ed in he con ex o a new business. In ano he pe spec i e, Lindne (2019) conside s en ep eneu ship in educa ion as an impo an and dis inc i e pa o a good educa ion a school. And i is in his sense ha he idea o c ea ing he Ukids p ojec a ises. 3 / 11 Pinho I. / J INFORM SYSTEMS ENG, 7(4), 18225 As a esponse o he challenges desc ibed abo e, i is conside ed ha i is ime o educa ional ins i u ions o be conce ned wi h he meaning o en ep eneu ial educa ion, om he ea ly yea s o schooling. An en ep eneu ial educa ion ha mobilizes o social ans o ma ion, wi h a ision ha c ea es oppo uni ies, enhances di e se psychological and emo ional cha ac e is ics, o ge in ol ed in social, e hical and ci izen p ojec s (Fa aligna and Sil a, 2020). En ep eneu ship in educa ion can be o 3 ypes:  eaching en ep eneu ship (which eaches basic concep s ela ed o en ep eneu ship) (Van de Kuip and Ve heul, 2003).  o each en ep eneu ship ( heo e ical and p ac ical app oach o p o ide en ep eneu ial knowledge and skills) (Heinoken and Hy i, 2010).  eaching h ough en ep eneu ship (ac ion-based) (me hod based on he expe imen al p ocess, in which po en ial en ep eneu s lea n di ec ly, h ough en ep eneu ial expe iences) (Ky o, 2005). The concep o En ep eneu ship in Educa ion is cons i u ed as a b anch o a la ge concep : Social En ep eneu ship. Social En ep eneu ship aims o inspi e s uden s o wo k, in g oups o indi idually, wi h socie y's p oblems in a p ac ical way. I also makes s uden s mo e awa e o hei social, economic, and na u al en i onmen . Acco ding o Robe s and Woods (2005) social en ep eneu s a e people wi h simila beha io s o con en ional en ep eneu s, bu wi h he di e ence ha “ hey ope a e in he communi y and a e mo e conce ned wi h ca ing and helping han wi h making money”. In his way, eaching om en ep eneu ship in educa ion means wo king on he knowledge o s uden s in wo kshops, whe e hei knowledge abou he wo ld and indi idual alen s, so necessa y o he socie y o 2030, a e de eloped. I is howe e impo an ha s uden s a e in ol ed in hei own lea ning p ocess. This c ea es engagemen , o e ing eedom and space o independence in a sa e lea ning en i onmen . S a ing om he p inciples o ci izenship, s uden s lea n o espec o he s and o espec people wi h di e en opinions om hei own. In summa y, child en om hei class and school lea n:  hey ake pa o a socie y;  hey a e esponsible o he common in e es s o ci izens; and  hey mus ge in ol ed in socie y's p oblems and ake he ini ia i e in helping o sol e hem. Rega ding his concep ion, Manic and T ajko ic (2019) de end a se o alues, no ms and beha io s ha should be dissemina ed in an En ep eneu ial Educa ion. These a e summa ized in Table 1: Table 1. Values, no ms, and beha io s o be dissemina ed in an En ep eneu ial Educa ion. Sou ce: Adap ed om Manic and T ajko ic, 2019, p.67. The e o e, Educa ion o En ep eneu ship is a p ac ice- o ien ed owa ds educa ion ha engages he communi y o he School's ex e nal en i onmen , suppo s c ea i i y and encou ages ini ia i e and ac ion. The s uden is ac i e in he lea ning p ocess, in e ac ing wi h o he s, and he eache ac s as a consul an and model. In his p ocess o en ep eneu ship educa ion, s uden s acqui e knowledge abou en ep eneu ship and en ep eneu ial hinking and de elop skills o ac in an en ep eneu ial way. And his is wha he Ukids p ojec ies o do. Talking abou en ep eneu ship educa ion implies conside ing se e al aspec s such as he con en o he p ojec ha implies:  p o ide he s uden wi h mas e y o e he subjec s o he p ojec idea; o  use pedagogical and didac ic me hods ha de elop and s eng hen en ep eneu ship in s uden s' beha io . In summa y, i can be said ha bo h can be augh abou Values o be passed in an en ep eneu ial educa ion No ms and beha io s o be passed in an en ep eneu ial educa ion Na u al and en i onmen al esou ces Responsible and planned p o ec ion o he en i onmen and na u e; esponsible managemen o na u al esou ces, conse a ion o biodi e si y, use o enewable ene gy sou ces and ene gy e iciency, was e managemen among o he s. Human Righ s and Democ acy Build a democ a ic socie y wi h espec o non- iolence, peace and ole ance. Respec o human igh s and equali y, sa e y, e hical s anda ds, global, na ional and local esponsibili ies, ci ic dialogue be ween o he s. Social Cohesion Social se ice, be e quali y o li e, social esponsibili y and solida i y. Heal h In o ma ion and educa ion on disease p e en ion, heal hy li es yles, high quali y and a o dable public heal h among o he s. Cul u e and T adi ional He i age De elopmen o cul u al iden i y, unde s anding and p o ec ion o in angible and ma e ial cul u al asse s beside o he s. Sus ainable p oduc ion and consump ion Socially esponsible business, sus ainable p oduc ion and consump ion, anspa ency in business, in o ma ion and consume igh s, p inciple o e icien use o esou ces, p inciple o limi ed use and subs i u ion, p inciple o g een public p ocu emen , issuing ce i ica es, o ganic p oduc ion among o he s. Encou aging and planning de elopmen sus ainable Local, egional, u al and u ban de elopmen besides o he s. Pinho I. / J INFORM SYSTEMS ENG, 7(4), 18225 4 / 11 En ep eneu ship and can be augh h ough En ep eneu ship. Teaching abou En ep eneu ship means eso ing o he adi ional eaching o ex books, whe e i is abou acqui ing knowledge on he subjec . Teaching h ough En ep eneu ship means eso ing o mo e p ac ice-o ien ed eaching, ha is, pedagogical and didac ic eaching ha uses me hods in which s uden s ac , eel, and do, while gaining knowledge and expe ience, and based on hese acqui ed knowledge and expe ience. In summa y, and acco ding o he Danish Founda ion o En ep eneu ship (2012) and Wang e al. (2022) En ep eneu ship Educa ion is p ac ice-o ien ed eaching ha engages he ou side wo ld, suppo s c ea i i y, and encou ages ini ia i e and ac ion. The s uden s a e who ac i ely pa icipa e in he lea ning p ocess, which occu s by in e ac ing wi h o he s. The eache will ac as a men o and ole model. COVID-19 and consequences o Educa ion Fo a ew weeks, he Co id-19 pandemic o e whelmed many na ional heal h sys ems. Unce ain y abou i s deg ee o mo ali y and knowledge o i s high le el o con agion has led many go e nmen s a ound he wo ld o impose lockdowns and educe economic ac i i y. Among he key measu es o limi he isk o con agion a e he educ ion o ou is ac i i y, he con ainmen o comme ce excep o pha macies, supe ma ke s and o he es ablishmen s selling essen ial goods and he closu e o schools/uni e si ies (Rosenbe g, 2020). Co id-19 was hus p ecipi a ing an educa ional c isis, ueled by he deep and mul iple inequali ies discussed in his subchap e . Acco ding o UNESCO (2020) hese inequali ies ha e exis ed o a long ime, bu hey we e obscu ed in class ooms. Wi h he need, om one day o he nex , o close schools and adop dis ance lea ning sys ems o s a eaching synch onous and asynch onous classes, i was ound ha many s uden s/ eache s had no possibili y o o in a s a e o eme gency, o in a s a e o calami y o in con inemen o qua an ine o ha e access o he eaching/lea ning ela ionship. The Co id-19 c isis also showed ha no all coun ies a e on an equal oo ing when i was necessa y o eo ganize an Educa ional Sys em immedia ely. The issue is no jus abou echnical solu ions o comba he digi al di ide be ween coun ies, bu a he abou he possibili y o access o new echnologies, a compu e o in e ne ne wo ks by hei di ec s akeholde s: s uden s and eache s (Maa uk e al., 2022). Al hough dis ance lea ning has conque ed many, only a mino i y o coun ies ha e he basic in as uc u e o ocus on sol ing he new pedagogical challenges o eaching/lea ning on In e ne -based app oaches UNESCO (2020). Thus, mos child en and young people su e ed, in he sho e m, a di ec loss in lea ning, which is expec ed o be empo a y. Conce n emains abou mo e las ing e ec s, likely o be indi ec ly caused by a p edic able ecession, which will push millions o people back in o po e y. Fo hese easons, go e nmen s need o add ess he new challenges o inclusion o sus ainable de elopmen o ebuild be e and accessible educa ion sys ems o all s uden s. And his is he p oposal o he Ukids p ojec . The COVID-19 pandemic is a heal h c isis ha equi es s uden s and acul y o be sepa a ed om each o he and om he campus, jus as esea che s a e sepa a ed om labo a o ies, lib a ies, o ieldwo k, p e en ing all aspec s o he wo k o a uni e si y o a school. All hese changes ha e inc eased cos s and educed e enues, because o s uden s who claim o pay ui ion ees o a end ace- o- ace classes. A he ime o w i ing his pape , uni e si ies and schools a ound he wo ld we e s udying he bes way o ope a e sa ely in his con ex , s a ing in he all o 2020, and wi hin hei communi ies, wi h di e en esou ces. The big ques ion is “how o each?” and he main decision o all uni e si ies, poly echnics and schools lies in:  whe he o con inue wi h non- ace- o- ace eaching a he end o summe 2020;  whe he emo e ins uc ions can be us ed (imp o ed wi h o e s made unde he Ma ch 2020 du ess);  whe he o use mixed educa ion sys ems (a pe cen age in pe son and a pe cen age no ); o  whe he o adop an al e ed ime able and p og am. Ano he equally impo an ques ion is “who will apply?” Uni e si y and high- anking schools a e no wo ied, gi en he igh selec ion c i e ia hey adop . Howe e , he o he educa ional ins i u ions ea ha ing lowe accep ance a es han expec ed; ha e esis ance o en ollmen i classes a e gi en 100% online (and consequen ly o he paymen o ull ui ion, i any), in adding o no mal heal h conce ns. In addi ion o his, addi ional cos s wi h ex a u o ing classes mus be conside ed; he educ ion o esea ch suppo ; he di ec ing o indeb edness and philan h opic ac ions owa ds esea ch ques ions in he sea ch o a accine, ins ead o educa ion expenses o he inc ease o o al expenses in he wo ks o adap a ion o spaces o ecei e new and old s uden s in a school/uni e si y/ poly echnic insu ance o heal h. As o June 8, 2020, he A ican con inen had mo e han 88,000 con i med cases o COVID-19, wi h 2832 con i med dea hs and 33898 eco e ies (Ado ey, 2020). On June 20, 287385 cases we e al eady egis e ed wi h 7708 con i med dea hs and 132959 eco e ies (Da kwa, 2020). In esponse o he co ona i us ou b eak, many A ican go e nmen s ha e aken he decision o close educa ional ins i u ions o con ain he disease. Egyp was he i s A ican coun y o epo a case o COVID19 eco e ies (Ado ey, 2020). Despi e he ela i ely lowe numbe o COVID-19 cases in A ica compa ed o Eu ope and o he pa s o he wo ld, he i us has been sp eading, becoming a majo h ea o he con inen 's heal h sys ems. Almos all A ican coun ies ha e esponded by implemen ing lockdowns and public heal h measu es o p omo e physical dis ancing, namely: wea ing a mask, good hand hygiene, isola ing pa ien s, and es ing/ acking o 5 / 11 Pinho I. / J INFORM SYSTEMS ENG, 7(4), 18225 COVID-19. While hese measu es helped o slow he sp ead o he pandemic in A ica, i a ec ed e e y aspec o li e and changed he wo ld as we know i . A he school le el, COVID-19 has exposed some o i s weaknesses. In esponse o he pandemic, almos all A ican go e nmen s ha e decided o close educa ional ins i u ions o help minimize he sp ead o he disease. To ensu e academic con inui y, mos o hese ins i u ions we e manda ed o ansi ion om ace- o- ace eaching o he i ual en i onmen . This decision was ab up , hu ied, and quick, wi h no con ingency plans. This exposed se e al challenges o mos ins i u ions ha lacked he abili y o mo e o he i ual en i onmen / ha lacked echnological in as uc u es and whose in e ne connec i i y was a challenge. In addi ion, he e was a lack o adequa e acul y p epa a ion, inadequa e echnical suppo , and mos s uden s did no ha e access o connec ed de ices, as well as eliable In e ne connec i i y. Acco ding o UNESCO, 9.8 million A ican s uden s su e ed in e up ions in hei s udies due o he closu e o hei schools (Da kwa, 2020). The ac is ha he long- e m impac o COVID-19 on schools canno ye be p edic ed, bu i has been lea ned ha he gap be ween A ican schools and he es o he wo ld o be ween u al and u ban A ican schools is la ge and ha hese s uden s ace many challenges in ying o make he ansi ion o he online en i onmen . Technologies in P ima y Educa ion Un il he Co id c isis, echnology was me ely essen ial o a pa o he educa ional expe ience. In ac , only a ew s uden s and eache s, especially high school s uden s, el he need o eso o i (F ailon e al., 2019). When he s a e o eme gency se s in, all o e he wo ld, mos eache s and school adminis a o s had o swi ch, in less han wo days, o new ools ha would allow hem o deli e lessons, dis ibu e con en , co ec homewo k, and communica e wi h s uden s and hei pa en s. Close o he end o he school yea , hey s ill had o ca y ou dis ance assessmen s. Wo king om home has become almos manda o y and simul aneously impossible o anyone who akes ca e o child en o o he amily membe s. This si ua ion is e en wo se when i is ound ha mos eache s do no ha e he echnical and pedagogical skills o in eg a e digi al de ices while eaching. Soon eache s, using online pla o ms, had o lea n much mo e du ing he c isis han jus a ew echnical skills, namely:  had o ede ine he less exposi o y way o eaching and wi hou ha ing he ecei e physically p esen ; and  hey had o look o ways/pla o ms/so wa e o ca y ou online assessmen s a a dis ance, whe e he use o plagia ism o o he less hones modali ies would be a oided. Du ing his pe iod, i was also ound ha low- and middle- income coun ies a e much less a o ed o an e ec i e ansi ion o online lea ning pla o ms, as hey lack essen ial goods such as elec ici y o in e ne access (A nhold e al., 2020). In ac , i appea s ha , in hese coun ies, households ha ha e in e ne do so ia elephone, which means ha mobile in e ne da a is paid acco ding o consump ion. E en low- ech app oaches o e li le chance o ensu ing con inui y o lea ning. Fo example, in A ican coun ies such as Kenya, he Republic o Congo, Madagasca o E hiopia, he poo es households do no ha e ele ision and he a e o adios in hese households a ies be ween 7% and 30% (DHS S a compile , 2020). The solu ion ha he go e nmen s o hese coun ies eso ed o was o y o p o ide educa ion ma e ials in he homes o hese s uden s. Bu e en when dis ance lea ning modali ies we e a ailable, he p oblem o he oppo uni y o disad an aged s uden s o lea n con inued o be nega i ely a ec ed, as i p esupposed ha hey had he suppo o pa en s o amily membe s. And wha acco ding o Mi za (2020) e i ied is ha hese pa en s ha e low le els o educa ion, ha child en/young people do no ha e a good en i onmen a home and mus suppo household cho es o help ake ca e o younge siblings o child en o o he amily membe s (Asano e al., 2020). In he speci ic case o gi ls and young women, spending mo e ime a home exposed hem o household cho es, sexual iolence, o he isks o eenage p egnancy (Els on e al., 2016). The g ea es dange o exclusion is howe e in s uden s wi h disabili ies. Examples include blind o dea s uden s o whom hei own echnology is no always a o dable, o child en wi h a en ion de ici hype ac i i y diso de , whose independen wo k on a compu e can be di icul . Fo hese s uden s, ega dless o he ma ginalized g oup in which hey ind hemsel es, he school ep esen ed a ha en o a place whe e hey gua an eed i al goods and se ices such as school meals and access o oile s. Awa e o his si ua ion, go e nmen s con inued, du ing he pandemic pe iod, o deli e school meals. The e o e, and in a nu shell, by inc easing social isola ion, he pandemic has also inc eased he isk ha ma ginalized s uden s will be u he sepa a ed om educa ion and lea e school ea lie . Wi h he eopening o schools scheduled be ween May and Sep embe 2020, ollowing s a egies o implemen ing p ojec s such as Ukids could be a chance o alle ia e he p oblem, while wo king wi h s uden s owa ds he ci izenship objec i es o sus ainable de elopmen 2030 /2063. This aspec makes e en mo e sense i one conside s ha objec i e 4 o he Sus ainable De elopmen Goals conce ns “ensu ing inclusi e, equi able and quali y educa ion, and p omo ing li elong lea ning oppo uni ies o all” (UNESCO, 2020, p.10). The impac o he pandemic has had a p o ound e ec on schools and has o ced ins i u ions o e hink hei ope a ing models, s a egies and undamen ally how educa ion will be Pinho I. / J INFORM SYSTEMS ENG, 7(4), 18225 6 / 11 deli e ed. In o he wo ds, lea ning will no longe be limi ed by adi ional 1s , 2nd, and 3 d pe iods, no will s uden s/ eache s ha e o spend hou s a eling o a end/ each a class, was ing ime. We a e now in an e a whe e any hing is possible due o echnology. Acco ding o Mi za (2020) schools should look o A i icial In elligence o:  do he hea y li ing o he acul y, eeing up hei ime o ocus on he eal wo k o eaching and esea ch.  changing he way eache s each and s uden s lea n, helping o maximize s uden success and p epa e hem o he u u e.  sa e he ime ha eache s was e in bu eauc a ic adminis a i e asks so ha hey can spend mo e ime wi h he s uden s.  help iden i y s uggling s uden s h ough beha io al cues and gi e hem a nudge in he igh di ec ion. In summa y, A i icial In elligence has he powe o become a g ea equalize in educa ion and an impo an di e en ial o he ins i u ions ha adop i . Simila ly, echnology can and should suppo eache s o allow hem o ocus on changing li es h ough hei in e ac ions wi h s uden s, bu he way hese in e ac ions play ou in he u u e may well be e y di e en om he pas . To moni o he p og ess o educa ion owa ds achie ing he Sus ainable De elopmen goals by 2030 and o epo on he implemen a ion o na ional policies and in e na ional educa ion s a egies, holding pa ne s accoun able o hei commi men s, he in e na ional communi y de eloped, in 2015, a ool, wi h he o m o epo , called “Global Educa ion Moni o ing” (GEM). To be e ul ill i s manda e, his GEM ool has de eloped an online esou ce called SCOPE (2020) which allows o in e ac i e da a isualiza ions, compa ing da a ac oss coun ies o egional and global a e ages. SCOPE con en is o ganized in o i e hemes, espec i ely: access, equali y, lea ning, quali y, and inance. Access is ela ed o he numbe o icke s a he espec i e le el o educa ion. Thus, acco ding o his SCOPE (2020) be ween 1990 and 2017 he numbe o s uden s who accessed basic educa ion doubled. As o equali y, i e e s o he simila i y o oppo uni ies o access o educa ion be ween boys and gi ls. Rega ding lea ning, i shows he low le el o eading and ma h skills in many coun ies. Quali y, on he o he hand, e idences he exis ence o app op ia e en i onmen s o lea ning, including adequa e wa e and sani a ion, elec ici y, in e ne , and he absence o p ac ices o iolence and bullying. Finally, inances show how much go e nmen s, pa ons/dono s and amilies spend on educa ion, highligh ing how li le he poo es coun ies ecei e. In e ms o sus ainable de elopmen goals and in e ms o access, i is in ended ha , by 2030, 100% o young people will ha e comple ed high school. A he ime o deli e y o his wo k (July 2020) he wo ld ime se ies show ha only 88% o child en comple e p ima y educa ion, 72% o adolescen ’s comple e seconda y educa ion and 53% o young people comple e seconda y educa ion (in h ps:/ /www.educa ion- p og ess.o g/en/a icles/access/, accessed July 5, 2020). Be o e being designa ed as he Sus ainable De elopmen Goals, he UN will ha e de ined ewe demanding goals, called he “8 Millennium Goals” and which should be me in 2020. In 2015, i is obse ed ha he wo ld has ailed in i s p omise ha all child en a end p ima y school by his yea . And his is how he UN e o mula es he p ojec o Sus ainable De elopmen Goals, de ining he new educa ional objec i e, designa ed as objec i e 4, and aises he ba o demand in he ul illmen o educa ional goals. To his end, i asks young people o comple e seconda y educa ion by he deadline o 2030. Howe e , o achie e his, all school-age child en should ha e s a ed school in 2018, bu , o example, in low-income coun ies income, only 70% did. Simila ly, in low-income coun ies, abou one in six y child en will ne e s udy o gi ls will con inue o be mo e likely han boys o ne e go o school, as hey mus ca e o child en and ca y ou o he household esponsibili ies. In p ac ice, access p esen s, in 2020, he ollowing p oblems:  in low-income coun ies only 77% o child en a end Ea ly Childhood Educa ion;  s uden s a ending basic educa ion a e olde han no mal. Thus, i is possible o obse e adolescen s a ending his le el o educa ion;  he e a e s ill 258 million child en wi hou access o basic educa ion. Essen ially child en who a e in con lic zones;  he numbe o s uden s who comple e he p oposed le el o educa ion is lowe han he numbe o admissions (55%). Thus, issues such as when child en en oll, a wha age and whe he hey inish e ia y educa ion a e c ucial poli ical conce ns o he access issue. As o equali y, i is known ha only 2 ou o 3 coun ies ha e achie ed gende equali y in Basic Educa ion. This e o has esul ed in a g ea e numbe o gi ls han boys a ending di e en le els o seconda y and highe educa ion and comple ing i . O e all, he SCOPE in es iga ion helps o e eal ha educa ion di e ences be ween gi ls and boys a e no as g ea as be ween u al and u ban a eas and be ween he ich and he poo . By 2030, i is he e o e a goal o ha e 100% equali y a he seconda y le el. In e ms o lea ning, mo e han 50% o coun ies do no epo le els o eading o acquisi ion o knowledge in ma hema ics. In he poo es coun ies, e en i he indi idual has 6 yea s o schooling, i does no mean ha he has acqui ed he co esponding skills. In his sense, i is a goal o 2030 ha 100% o child en in basic educa ion ha e eached minimum p o iciency in eading. When in e p e ing he quali y indica o , i canno be said ha good quali y in Educa ion is only ela ed o lea ning ou comes. Indeed, in many coun ies o he wo ld, child en who access p ima y educa ion ha e eache s who a e no ained, do no ha e good school in as uc u e, o do no ha e a lea ning en i onmen ha is sa e and non- iolen . Ha ing aining as a Basic Educa ion eache means ha ing pedagogical knowledge, knowledge o he p o ession and knowledge o he con en s. Thus, i is a goal o 2030 ha 100% o eache s ha e aining in 7 / 11 Pinho I. / J INFORM SYSTEMS ENG, 7(4), 18225 he a ea. Finally, he inance heme ad oca es ha by 2030 na ional go e nmen s spend a leas 4% o 6% o GNP o 15% o 20% o Public Spending on Educa ion. UKIDS SOCIAL ENTREPRENEURSHIP CASE STUDY AND SUSTAINABLE DEVELOPMENT GOALS Sus ainable De elopmen Goals and Agenda A ica The p oblems o ex eme po e y, hunge , aids, and he non- a endance o he 1s cycle by all child en in he wo ld, led he membe s o he Uni ed Na ions (UN) o de ine, in 2008, he 8 Millennium De elopmen Goals. In 2015, i was ound ha he goals ou lined in ha documen would no longe be achie ed on he scheduled da e (2020), so i was decided o e iew hem. This is how, in ha same yea , a new documen appea ed, wi h a longe deadline (2030), and a mo e ambi ious s uc u e, since he 8 goals would be con e ed in o 17 goals, as shown in Figu e 1, and in 169 goals o be achie ed by he 193 coun ies ha signed i . This documen became known as he Sus ainable De elopmen Goals. Basically, he aim was o s op he ha m ul e ec s o globaliza ion and adical echnological change, wo king on undamen al a eas o humani y such as people (po e y and hunge ), he plane (deg ada ion, clima e change, p oduc ion, and sus ainable managemen ), p ospe i y (p og ess economic, social, and echnological), peace (peace ul socie ies wi hou iolence) and pa ne ship (solida i y among all peoples and pa icipa ion o all coun ies). In addi ion o his documen , he A ican Union Commission p oduced, also in 2015, a decla a ion hinking abou he A ican con inen ha i in ends o ha e in 2063 (A ican Union Comission, 2015). This documen would be called “Agenda 2063- The A ica we wan ” and includes he aspi a ions summa ized in he ollowing able: Table 2. Aspi a ions o he A ica we wan 1. A p ospe ous A ica based on inclusi e g ow h and sus ainable de elopmen . 2. An in eg a ed con inen , poli ically uni ed and based on he ideals o Pan-A icanism and he ision o A ica’s Renaissance. 3. An A ica o good go e nance, democ acy, espec o human igh s, jus ice and he ule o law. 4. A peace ul and secu e A ica. 5. An A ica wi h a s ong cul u al iden i y, common he i age, sha ed alues and e hics. 6. An A ica whose de elopmen is people-d i en, elying on he po en ial o A ican people, especially i s women and you h, and ca ing o child en. 7. A ica as a s ong, uni ed, and in luen ial global playe and pa ne . Sou ce: A ican Union Comission, p. 2 The wo documen s a e pa o he democ a ic alues ha , wi h excep ions, s ill esis in he wo ld. The ecen emp a ion o mo e o ex eme igh o o ali a ian egimes, on he one hand, and he need o ain indi iduals wi h en ep eneu ial a i udes, on he o he , lead he school o appeal o eaching p ac ices o ci izenship and o En ep eneu ial Educa ion. The Ukids p ojec is a p ac ical example o his. Figu e 1. Sus ainable De elopmen Goals. Sou ce: In UN (2015). 17 Sus ainable De elopmen Goals. Ob ained in 30 h o June o 2020, om h p://www.un ic.o g/p /obje i os- de-desen ol imen o-sus en a el. Pinho I. / J INFORM SYSTEMS ENG, 7(4), 18225 8 / 11 Ukids p ojec p esen a ion The Ukids p ojec is he esul o a join applica ion by 10 educa ional ins i u ions om 6 Eu opean coun ies ( espec i ely, Uni e si y o K ems in Aus ia (and also leade o he p ojec ), IFTE in Aus ia (o ganiza ion o encou age you h en ep eneu ship), he 1s cycle school Klos e ma ksskolen in Denma k, he Uni e si y College o Zealand in Denma k, he Ri aha ju 1s cycle school in Finland, he Uni e si y o Oulu in Finland, he Eö ös Lo ánd uni e si y in Budapes in Hunga y, he Uni e si y o Ma nix in he Ne he lands and he Highe School o Educa ion o he Poly echnic Ins i u e o Po o, as well as he 1s cycle school Mundos de Vida, bo h in Po ugal) o he E asmus+ p og amme, measu e KA2 and sub-measu e KA201 (s a egic pa ne ship de elopmen o inno a ion). I s mission is o p omo e En ep eneu ship in Educa ion as a pe manen elemen in eaching and lea ning, in he ini ial and con inuing aining o eache s wi h a iew o hei in eg a ion in o wo king li e. As o i s goals, look o o:  De elop an En ep eneu ship in Educa ion p og am wi h a iew o p omo e en ep eneu ial skills in p ima y educa ion s uden s and hei eache s;  Encou age ci izenship p ac ices;  Compa e di e en app oaches in di e en coun ies;  Manage p ojec quali y based on impac assessmen ;  P omo e En ep eneu ship in Educa ion among s akeholde s. To implemen hem, a ipa i e model o social en ep eneu ship in he o m o en ep eneu ship in educa ion is used. This T ipa i e Model consis s o a holis ic educa ion sys em, comp ising h ee dimensions:  “Educa ion o En ep eneu ship” which encompasses co e compe encies o en ep eneu ial hinking and ac ion, namely he abili y o de elop and implemen ideas.  The “Cul u e o En ep eneu ship” ha p omo es he de elopmen o pe sonal skills in a social con ex , ansla ing a cul u e o open-mindedness, empa hy, eamwo k, c ea i i y, awa eness and isk- aking.  “Educa ion o En ep eneu ial Ci izenship” which aims o de elop social skills and empowe s uden s as ci izens, helping hem, h ough democ a ic hinking and sel - e lec ion, o exp ess hei opinions and be esponsible o hemsel es, o he o he s and he en i onmen . Each dimension includes challenges o be wo ked wi h basic educa ion eache s and hei s uden s in he class oom. Table 3 p esen s hese en ep eneu ial challenges by dimension: Table 3. En ep eneu ial challenges by En ep eneu ial Dimension En ep eneu ial Dimension Challenge Co e En ep eneu ial Educa ion Idea Challenge My pe sonal Challenge Real Ma ke Challenge He o Challenge Lemonade S and Challenge S a you p ojec Challenge En ep eneu ial Cul u e Empa hy challenge Pe spec i es Challenges Ex eme Challenge S o y elling Challenge T ash Value Challenge Be a Yes Challenge Buddy Challenge Open Doo Challenge Expe Challenge En ep eneu ial Ci ic Educa ion My communi y Challenge Volun ee Challenge Deba e Challenge Sou ce: Adap ed om h p://www.you hs a .eu/en/challenges/ consul ed in 22nd o May 2022 Wi h his model, i is belie ed o be able o in eg a e an en ep eneu ial educa ion while p epa ing oday's child en and u u e adul s o he socie y ha , in he ligh o he goals o sus ainable de elopmen , i is in ended o ha e in 2030. As seen in subchap e “Sus ainable De elopmen Goals and Agenda A ica”, he Uni ed Na ions unde s ands he impo ance o economic empowe men o achie e he Sus ainable De elopmen Goals (SDG). I has also been shown ha en ep eneu ship con ibu es o social ad ancemen and o he a eas o en i onmen sus ainable de elopmen wi h posi i e impac s in he a eas o inancial inclusion, women's empowe men , sus ainable ag icul u e, among many o he s. The e o e, en ep eneu ship has di ec posi i e impac s, speci ically on po e y alle ia ion (SDG1), economic de elopmen and unemploymen educ ion (SDG 8), in as uc u e imp o emen and inno a ion (SDG 9), equali y and social inclusion (SDG 5 and 10) and sus ainable p oduc ion and consump ion (SDG 12). Likewise, he Eu opean Commission p oposed, in 2013, a pa h o p omo e en ep eneu ship in Eu ope and emphasize he impo ance o eaching and p ac icing i om kinde ga en o uni e si y. The plan ocuses on p omo ing en ep eneu ship in educa ion o de elop an en ep eneu ial cul u e conduci e o economic de elopmen and sus ainabili y (Al-Qudah,e al. 2022), (Eu opean Comission, 2020), (G i oskos opoulou e al., 2019). F om he epo de eloped in subchap e 3.2, he Ukids p ojec seeks o in oduce changes in basic educa ion and o mee hese wo egula ions. To his end, he di e en pa ne s chose wo challenges o implemen in each coun y's case s udy school. In he Po uguese case, due o he s oppage imposed by COVID-19, i was only possible o implemen he “ ash alue” challenge belonging o 9 / 11 Pinho I. / J INFORM SYSTEMS ENG, 7(4), 18225 he “En ep eneu ship Cul u e” dimension. He e he s uden s ecei ed a se ies o no es on how and why o sepa a e he ga bage a home and wha a e he possibili ies o eusing hings be o e hey h ow i away. The s uden s we e in i ed o keep egg ca ons and make objec s om hem, hus s imula ing hei c ea i i y and capaci y o inno a ion, while a he same ime de eloping an en ep eneu ial cul u e and alues o ci izenship. In a Ch is mas e en , hey also had he oppo uni y o sha e hem wi h he p ojec 's s akeholde s ( o example, pa en s, school di ec o s, school g ouping, pa en s and/o s uden s' associa ion o local communi y). A mini ques ionnai e was also ca ied ou wi h he 4 h yea s uden s abou he pe cep ion o he concep o en ep eneu ship, he esul s o which a e now being discussed. So, acing he ques ion: Wha is an en ep eneu ial pe son o you? he answe s in Table 4. we e ob ained. Table 4. Wha is an en ep eneu ial pe son o you? Va iable Ca ego ies F equency Pe cen age Know how o lea n 26 54% Know how o do 6 12% Know how o be 9 19% O he s 7 15% To al 48 100% Sou ce: Adap ed om Pinho e al., 2019, p.38. The e o e, he idea ha child en had abou en ep eneu s is ha hey know how o lea n (26%), how o be (19%) and only hen how o do (6%). Rega ding he ques ion o : Wha skills am I expec ing o de elop a lo , will de elop, will de elop a li le o will no de elop wi h he p ojec , s uden s answe ed hey expec o g ea ly de elop he skills o espec (33 o 70%), cu iosi y (32 o 68%), esponsibili y (31 o 66%) and coope a ion (30 o 64%). They expec ed o de elop a lo he skills o a gumen a ion (15 o 32%), pe sis ence and sel -con idence (14 o 30%) and au onomy (13 o 28%). They expec ed o de elop li le a gumen a ion skills (14 o 30%), be a en i e o he social en i onmen (14 o 30%) and au onomy (12 o 26%). Finally, be ween 10 and 11% o he s uden s expec ed no o de elop any o he compe ences wi h he p ojec . Finally, and in ela ion o he oppo uni ies and h ea s ha he p ojec ep esen ed o hemsel es, he s uden s epo ed ha ing lea ned mo e (49%) and ha ing had he chance o wo k on o he me hodologies o inc ease knowledge (27%). As h ea s, hey men ioned being awa e o di icul ies wi hou iden i ying hem (47%) and ha ing o sol e p oblems (28%). CONCLUSIONS The p esen wo k add essed some concep s abou he echnological e olu ion, he cha ac e iza ion o a new digi al gene a ion ha is demanded by he job ma ke , as well as he way in which Digi al In o ma ion and Communica ion Technologies (DICT) can mobilize en ep eneu ial skills. Faced wi h he p o ile o his new gene a ion (whe e he exace ba ed dynamism p omises a u na ound in he job ma ke ) and he momen expe ienced by he g ea changes in he ma ke due o globaliza ion, companies a e cons an ly looking o mul i- skilled p o essionals who help o wo k wi h a sys emic ision, ac ing and in e ac ing be ween eams om di e en sec o s. Fo his, young people need o be c ea i e, inno a i e, ins iga o , o iginal, pe sis en , communica i e, good lis ene , lexible, balanced, in ui i e and ha e he sel -con idence o seek new inno a ions, o a he , be an indi idual, abo e all, en ep eneu o who has an en ep eneu ial beha io , who knows how o use he powe o c ea i i y and inno a ion a he se ice o he company whe e he wo ks, seeking o ea i as i i we e his own business, always aiming o he bes esul s; o be p oac i e and conce ned wi h he p oduc i i y and quali y o p oduc s and se ices; and, abo e all, ha hey ha e mo i a ion and know how o ake calcula ed isks. In his way, om he pe spec i e o he p o essional p o ile equi ed by companies (compe i ion and indi idualism) young g adua es a e aced wi h nume ous ques ions abou hei u u e, such as: Will I be able o exe cise my p o ession? Is he e oom in he ma ke o me? Now ha I ha e g adua ed o comple ed my mas e 's and ha e he e o e gained knowledge, can I be p omo ed in my wo k? Is i ime o open my own business? Am I able o de elop en ep eneu ial skills in he p o essional en i onmen ? These, among o he s, a e he ques ions ha any pe son esponsible o he cou se coo dina ion mus bea in mind. In addi ion, all he deg ees coo dina ion mus be awa e o he need o he cou ses o p epa e s uden s o he ansi ion o he wo ld o wo k. He e, i was unde s ood wha has been de ended h oughou his wo k, ha is, educa ion o he en ep eneu ial sense mus be p esen om he ini ial s ages o schooling, which is he same as saying om basic educa ion le el. The school, in u n, needs o p omo e al e na i es ha enable and acili a e he eaching- lea ning p ocess o ans o m i s eali y in o a mul icul u al, echnological, and en ep eneu ial space. As o he eache , he/she mus make use o an en ep eneu ial pedagogy ha p o ides he educa ional success o his s uden s. Bu how o do ha , i he condi ions o many schools oday a e s ill hose o he 19 h cen u y, wi h 20 h cen u y eache s and 21s cen u y s uden s? This is wha he Ukids p ojec sough o demons a e when ying o ain s uden s in he compe ence o en ep eneu ship, while a he same ime de eloping in hem he quali y o Ci izenship. The sho du a ion o he p ojec (abou 3 yea s) as well as i s objec i es only allowed i o be implemen ed in Eu opean coun ies. Howe e , a he ime o w i ing his pape , Eu ope con inued o ha e low bi h a es and an inc easingly aging popula ion, while A ica had he younges popula ion in he wo ld, wi h an a e age age o 18 yea s. Fu he mo e, Eu ope oscilla ed be ween democ a ic and ex eme igh -wing go e nmen s, while A ica s uggled o e adica e hunge , poo li ing condi ions, lack o secu i y o wa , hinking abou alues such as democ acy, gende equali y , he igh s o he child o e en conside ing: he u gen need o in e ene on clima e and