Se entiende la competencia emprendedora como actitud para resolver nuevos problemas mediante respuestas no conocidas,se propone una revisión del concepto de “emprendimiento” para aplicarlo al contexto educativo. Método: Recurriendo a la fenomenología relacional para gestionar la evolución del significado se revisa su origen, las fases de su variación conceptual, las diversas concepciones y estado del arte de la noción de “emprendimiento”. Resultados: El análisis identifica los nexos entre la actividad económica y una educación orientada a incentivar la competencia emprendedora de los alumnos. Orientación que las instituciones mundiales y europeas recomiendan como adecuada para afrontar los problemas económicos en la sociedad digital. Conclusión: Las propuestas de incluir una disciplina curricular de “economía emprendedora” o aplicar una “formación transversal”, no son excluyentes. Desde una perspectiva sincrética, una disciplina concreta es complementaria de una formación transversal en emprendimiento.

This research analyzes the results of an entrepreneurship education program focused on knowledge and attitudes in 1036 students of secondary education, high school, and vocational training, differentiated into two groups, control and experimental. It analyzes the outcomes after incorporating entrepreneurship content into the school curriculum and participating in a program of entrepreneurial potential, which develops creativity, leadership, personal control, achievement motivation, and problem-solving. Non-parametric statistics were used to assess the influence of the acquisition of entrepreneurial knowledge on the gender, age, school ownership, and socio-educational level of the parents. This study shows that students with a positive attitude towards entrepreneurship improve their entrepreneurial knowledge and that the impact is more significant if they participate in the specific program. The results are not significant for the variables gender, school type, and parents’ level of education, but they are significant for age and school level. The effectiveness of including content on entrepreneurship in the curriculum and the specific program is ratified. It is proposed to reinforce education in entrepreneurial knowledge that strengthens the students’ identity and future entrepreneurial intention.

Through qualitative analysis, this paper examines the role of social entrepreneurs as an example of innovative and alternative professional career development. We review the dominant literature about social entrepreneurs’ distinct intentions, attitudes, abilities, and behaviors. We also directly connect social entrepreneurs’ biographies and discourses with the actual nature of their social enterprises. We have found some fundamental common factors as critical determinants of the final social entrepreneurial decision and result: (i) motivations such as emotional connection, moral judgment, personal dissatisfaction, purpose achievement and change, and social needs; (ii) personal internal resources such as connection skills, conviction, creativity, efficiency skills, and learning orientation; (iii) facilitating external factors such as financial and social support, higher and social education, relevant past events, and previous professional experience. Putting together all these factors, we develop a theoretical framework that can explain social entrepreneurship as an alternative career option and connect it with a dominant social entrepreneur’s narrative and profile.

Introducción: La tecnología ha revolucionado la educación superior como motor de innovación académica. Destacan la inteligencia artificial (IA) y herramientas como ChatGPT que representan oportunidades e importantes desafíos. Este fenómeno está transforma el proceso de aprendizaje en el entorno universitario y exige una adaptación. Metodología: Desde la hermenéutica se han analizado las tendencias educativas actuales: el aprendizaje centrado en el estudiante (SCL), las metodologías activas y las teorías constructivistas del aprendizaje generativo, indagando en los elementos necesarios para desarrollar una alfabetización en IA (AI Literacy) adecuada en el entorno universitario. Resultados: Se presenta un modelo de Aprendizaje Generativo Integral como marco de actuación a tres niveles para evaluar la implantación de la IA generativa en la educación superior. Discusión: Se discuten los niveles de impacto del modelo enfatizando los aspectos éticos, las implicaciones metodológicas y de evaluación en la interacción con la IA en el proceso de adquisición de conocimientos, competencias y habilidades para estudios universitarios. Conclusiones: Es necesario desarrollar un modelo que integre aspectos metodológicos, éticos y competenciales como el pensamiento crítico, la creatividad y la capacidad de análisis para evaluar los retos y oportunidades que ofrece la IA de forma integral en la educación superior.

The objective is analyzing the trends in Social Entrepreneurship Education as a multidisciplinary research field. A systematic review of the literature on the intersection: Education and Social Entrepreneurship, with the support of scientific literature and a careful search methodology. It collects articles from the WOS Core collection database published between 2000 and 2022. A total of 367 articles are analyzed to answer the three research questions. The results of the analysis are twelve dimensions identified according to the literature in the field of social entrepreneurship education; after using lexicometric analysis and Iramuteq software, the main trends on the topics are found and discussed and the relationship of terms and concepts in the abstract and title text of the analyzed articles is shown, showing the frequency, importance of linkage, and co-occurrences of lexical units. Six clusters of nodes and related terms are confirmed: entrepreneur, development and innovation, education, entrepreneurial university, context, and types of study. These clusters show the concern for the field of study of social entrepreneurship education and the need to find a consensus on the concept of an entrepreneur and on what is social entrepreneurship in education. The wide range of topics, dispersed and fragmented, continues to offer opportunities for specificity.