Comparative Efficacy of Pedagogical Approaches in Fostering Sustainable Entrepreneurship Among Youth Learners in Botswana

Oluranti Olukemi Sangodoyin; Khulekani Sibanda; Palesa  Masoabi

doi:10.47747/ijbme.v7i1.3309

Authors

Oluranti Olukemi Sangodoyin Abiola Ajimobi Technical University
Khulekani Sibanda University of South Africa
Palesa Masoabi University of Botswana

DOI:

https://doi.org/10.47747/ijbme.v7i1.3309

Keywords:

Sustainable Entrepreneurship, Botswana, Experiential Learning, Pedagogy, Problem-Based Learning

Abstract

Research Aims: This study aimed to identify effective pedagogical strategies to foster sustainable entrepreneurship among secondary school students in Botswana, thereby addressing high youth unemployment and environmental crises. Design/methodology/approach: A 12-week quasi-experimental mixed-methods study was conducted with 180 students from six secondary schools. Students were divided into three groups: experiential learning, problem-based learning (PBL), and traditional lecture-based teaching. Quantitative data was collected using pre- and post-intervention questionnaires to measure entrepreneurial intention, sustainability literacy, and innovation orientation. Qualitative data was gathered through classroom observations and focus groups to understand student perceptions. Research Findings: The findings revealed that both PBL and experiential learning significantly outperformed the lecture-based method (p<0.001). Experiential learning showed the most substantial gains across all measured competencies. Qualitative results supported this, as students in the active learning groups valued the real-world relevance and collaborative activities, while the lecture group felt the material was disconnected from practice. The study also found that female and urban learners responded more positively to active learning strategies. Theoretical Contribution/Originality: This study provides strong evidence for the effectiveness of PBL and experiential learning in promoting sustainable entrepreneurship in a secondary school context. It highlights the need for curricular reform in Botswana to incorporate these active learning strategies and to address challenges such as teacher training and rigid assessment methods

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Author Biographies

Oluranti Olukemi Sangodoyin, Abiola Ajimobi Technical University

Resourceful and always result-oriented, Oluranti Olukemi Sangodoyin has worked as a lecturer, administrator and Director in the academic, corporate and social strata in the past three decades. While 13 years of this has seen her in the university level within and outside Nigeria, she had been an executive banker for about 14 years. She got the Doctor of Philosophy in Business (Marketing) in 2015 from the University of Botswana, breaking an 18 years jinx in the institution.

Currently the Director of Academic Planning and Quality Assurance at the First Technical University, Ibadan, Sangodoyin is a strategic planner and organiser, and has on several occasions demonstrated the ability to interpret and turn vision, mission, objectives, values and policy into action, desired outcomes and results. As a leader, her ability to work successfully with different people in diverse circumstances and situations has also been acknowledged.

As a seasoned administrator, she successfully pioneered the registration and re-accreditation of the Gaborone Institute of Professional Studies (GIPS) in Botswana in April 2018. Based on the feat, the institution was offered another 10 years to operate. Besides, Sangodoyin pioneered the University of Greenwich, UK, degree programme (BA Hons. Business Studies) for GIPS, where she served as a Lecturer and Programme Coordinator (2011-2016). She was awarded the Best Lecturer in Strategic Marketing Management Course for the Association of Business Executive (ABE, UK) students at GIPS, and the Best Lecturer in Human Resource Management Course for London Centre of Marketing (LCM, UK) and the Best Lecturer in Globus Simulation Strategy for the University of Greenwich (UK) students at GIPS.

Sangodoyin was awarded the Masters in Business Administration by Ambrose Alli University in Ekpoma, in 1992; while she completed a Postgraduate Diploma in Statistics (PGDip) with the University of Ibadan in 1988. She was awarded a BA (Hons) in Business Studies by the University of Greenwich (UK). She had earlier earned a Higher National Diploma in Statistics (HND) in1985 from The Polytechnic of Ibadan, Oyo State, Nigeria.

From 2008 to 2016, she was Senior Lecturer at the GIPS, where she was Head of Department of Business Management and Marketing from February 2013. While she was a part time lecturer at the Federal Polytechnic, Ede, Nigeria (2006-2007), she was, between 1992 and 2006, the Branch and Risk Manager at Wema Bank Plc, Bodija Branch, Ibadan. From 1990 to 1991, she was at the Development and Planning Unit, University of Ibadan as Data Analyst while she observed her National Youths Service Corps in Ogun State between 1990 and 1991.

Palesa Masoabi, University of Botswana

I’m a business management and entrepreneurship lecturer with nearly 10 years of experience in higher education. Over the years, I’ve designed and facilitated programs aimed at equipping aspiring entrepreneurs and managers with practical skills and strategies for launching and growing businesses. I hold an undergraduate degree in business education and a master’s degree in entrepreneurship.

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