Validation of the Social Entrepreneurship Education Model for Secondary School Students in Iraq

Subject Areas : Education

Jamal Khasif Hadi ^{1 *} , Hamid Sina ² , Salam Naji Baqir Al-Ghadban ³ , Nasrollah Ghashghaeizadeh ⁴

1 -
2 - Department of Educational Sciences, Fa.C. Islamic Azad University, Fasa, Iran
3 - Department of Psychological Counseling and Educational Guidance, Basra Branch, Basra University, Basra, Iraq.
4 - Department of Educational Sciences, Is.C., Islamic Azad University, Isfahan, Iran

Received: 2025-10-06 Accepted : 2025-10-22 Published : 2025-11-15

Keywords: Entrepreneurship, Social Entrepreneurship, Secondary Education,

Abstract :

Introduction: The main objective of this research was to validate a model for social entrepreneurship education for high school students in Iraq.

Methods: A descriptive correlational method was used. The statistical population for the quantitative section included university professors, managers, and teachers, totaling 351 individuals. A stratified random sampling method was employed. The research instrument was a researcher-made questionnaire derived from the findings of the qualitative phase of the study. Its content validity and reliability were confirmed using Cronbach's alpha, yielding a coefficient of 0.86. To validate the proposed model, the opinions of professors and teachers regarding the questionnaire's format and content were evaluated. Lincoln and Guba's criteria were also utilized. For analyzing the quantitative data, confirmatory factor analysis and structural equation modeling (model fitting) based on partial least squares were used.

Results: The results indicated that the social entrepreneurship education model, which consists of six overarching themes and 15 organizing themes—including goal setting (strategic goals and operational objectives), content foundations (psychological, legal, technological, economic, and health foundations), democratic approach (learner respect, open teaching strategies), culture building (awareness raising, modeling), evaluation (program evaluation, learner assessment), and ecosystem development (identity building, ecosystem enhancement)—has adequate fit. Its validity was confirmed from the perspective of university professors and high school teachers.

Conclusion: This model overall not only covers the technical and skill dimensions of social entrepreneurship but also pays special attention to human and cultural dimensions. Here, social entrepreneurship is seen as a comprehensive activity encompassing both economic and social-environmental aspects. The innovations of this model, compared to similar research, allow it to move beyond traditional frameworks and address the current and future needs of the local and potentially global community.

 

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