Reframing Innovation and Entrepreneurship Education through Educational Space; A Study from Afghanistan

Abdul Rahman Nuristani; Md Rayhan Beg; Wenqing Lin; Yanhua Wu; Md Taufik Hossen; Xinyu Jiang; Yousha Hazari Tajri; Abdrazakova Aziza; Benxi Lin

doi:10.70088/033wqb25

Authors

Abdul Rahman Nuristani College of Economics and management, Fujian Agriculture and Forestry University, Fuzhou, China Author
Md Rayhan Beg College of Economics and management, Fujian Agriculture and Forestry University, Fuzhou, China Author
Wenqing Lin College of Public Administration and Law, Fujian Agriculture and Forestry University, Fuzhou, China Author
Yanhua Wu College of Public Administration and Law, Fujian Agriculture and Forestry University, Fuzhou, China Author
Md Taufik Hossen College of Economics and management, Fujian Agriculture and Forestry University, Fuzhou, China Author
Xinyu Jiang College of Public Administration and Law, Fujian Agriculture and Forestry University, Fuzhou, China Author
Yousha Hazari Tajri Department of International Economics and Trade at Fuzhou University of International Studies and Trade, Fuzhou, China Author
Abdrazakova Aziza School of International Education, Nanchang University, Nanchang, China Author
Benxi Lin College of Public Administration and Law, Fujian Agriculture and Forestry University, Fuzhou, China Author

DOI:

https://doi.org/10.70088/033wqb25

Keywords:

entrepreneurship education, educational space, entrepreneurial passion, self-efficacy, spatial learning, afghanistan

Abstract

Innovation and entrepreneurship education (IEE) has emerged as a promising approach to alleviate youth unemployment and foster economic growth in conflict-affected countries like Afghanistan. However, the effectiveness of conventional approaches to entrepreneurship education in developing entrepreneurial self-efficacy and passion among learners has proven meager. Grounded in the spatial theory of learning, this study investigates the role of reconfigured learning spaces blending Knowledge Space, Simulated Learning Space, and Real Entrepreneurial Space in developing entrepreneurial self-efficacy and passion among Afghan learners. Utilizing a qualitative and conceptual approach, the research methodology involves an extensive review and synthesis of literature on entrepreneurship education, spatial learning theory, and post-conflict educational development. The study proposes a three-dimensional model of entrepreneurship education and examines the impact of various educational spaces on the entrepreneurial learning process. Findings suggest that conventional classroom settings, characterized by hierarchical power structures, rote learning, and limited market interaction, inhibit the development of entrepreneurial identity and innovative thought processes. Conversely, spatially diversified learning settings, integrating theoretical knowledge, entrepreneurial practice, and market interaction, significantly enhance learners' entrepreneurial self-efficacy and passion. Furthermore, alternative learning environments such as community education programs, virtual platforms, and entrepreneurial ecosystems provide greater opportunities for marginalized populations, particularly rural and female learners. This research contributes to the literature by offering a spatial perspective on entrepreneurial learning in fragile and post-conflict economies, providing a unique framework for redesigning educational policies in Afghanistan and other developing nations.

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