Transforming Entrepreneurship Education in Secondary Schools: A Systematic Literature Review of Digital Pedagogy and Character Building

Abstract

Entrepreneurship education at the secondary school level has evolved from simply an introduction to business to a crucial instrument for building youth resilience amidst the disruption of the digital economy in 2026. Although entrepreneurship curriculums have been widely integrated, the challenge of synergizing advanced technologies such as AI with the development of ethical business integrity remains a topic of debate in the academic literature. A comprehensive mapping is needed to understand which methods are most effective in shaping adaptive young entrepreneurs. This study aims to synthesize trends in entrepreneurship education pedagogy in secondary schools, identify the role of technology in the learning process, and evaluate how character values have been integrated into the entrepreneurship curriculum over the past five years (2021-2026). This study employed a Systematic Literature Review (SLR) method. Data selection was conducted through reputable databases (Scopus, Web of Science, and Google Scholar) using the PRISMA protocol. Analysis was conducted on 40 selected journal articles focusing on the subject of secondary school students and entrepreneurship learning methodologies. Literature findings indicate three main pillars of entrepreneurship education transformation: (1) Experiential Digital Learning, the use of Virtual Reality (VR) and Artificial Intelligence (AI)-based business simulations significantly increases student engagement; (2) Purpose-Driven Entrepreneurship, a shift in focus from simply pursuing profit to solving social and environmental (ESG) problems; and (3) Teacher-as-Facilitator, a shift in the role of educators from providing material to mentoring, guiding the validation of ideas in the field. This study also found that integrating character values (such as honesty and persistence) into digital learning has a more stable long-term impact on students' entrepreneurial intentions. Entrepreneurship education at the secondary school level in 2026 must be able to balance technological skills with emotional intelligence. The implication for curriculum developers is the need to design modules that are not only technical but also reflective. Theoretically, this study strengthens Social Cognitive Career Theory (SCCT) in the context of early learning.