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Entrepreneurship education plays a crucial role in equipping students with the necessary skills and mindset to tackle economic challenges, promote innovation, and stimulate job creation. In the contemporary world, where youth unemployment presents significant concerns, innovative teaching methods such as Project-Based Learning (PBL) and team teaching are increasingly recognized. This study investigates the effectiveness of team teaching within the PBL framework, highlighting its importance in enhancing Entrepreneurship Education. PBL engages students in real-world projects, connecting theoretical knowledge with practical application while fostering critical thinking, problem-solving, and collaboration skills. The incorporation of team teaching into PBL brings together diverse expertise and interdisciplinary perspectives, fostering a comprehensive learning environment. Through collaborative instruction, facilitators from various disciplines co-design and deliver curricula, offering students valuable insights into the multifaceted nature of entrepreneurship. This approach not only deepens understanding but also exemplifies teamwork and adaptability—skills vital for entrepreneurial success. The study utilizes an integrative literature review, drawing from both primary and secondary sources to evaluate the impact of team teaching on Entrepreneurship Education. The findings suggest that team teaching enhances student engagement, skill development, and entrepreneurial competencies by leveraging the collective expertise of facilitators. However, successful implementation necessitates careful planning, alignment of teaching styles, and robust collaboration among instructors. The contemporary business environment, characterized by prevalent socio-economic challenges, team teaching within PBL provides a strategic approach to foster entrepreneurial readiness. The study emphasizes the need for further research to refine team teaching strategies, ensuring they effectively address the unique challenges faced in higher education and entrepreneurship across the world. These insights contribute to the broader conversation on advancing Entrepreneurship Education on a global scale.

The educational institutions in South Africa face challenges in integrating crucial 21st-century skills like critical thinking, problem-solving, and innovation into their academic programs. Project-based learning (PBL) has emerged as a valuable approach to enhancing entrepreneurial education by developing these essential competencies through real-world applications. PBL effectively bridges the gap between theoretical concepts and practical problem-solving in real-life situations by involving students in practical, hands-on learning. This study aimed to assess the effectiveness of Project-Based Learning (PBL) in fostering entrepreneurial skills among first-year science students at a rural university. Using a mixed-methods approach, participants created and presented organic soaps, simulating authentic business processes. The study used purposive sampling, and student performance was evaluated by a panel based on specific criteria. Data analysis included descriptive statistics and One-Way ANOVA, with data visualisation using Python's Matplotlib. The paper investigated whether the implementation of PBL significantly enhances students' entrepreneurial skills compared to traditional teaching methods. The study revealed that 210 students, mainly from schools with limited resources, faced challenges in practical chemistry despite prior instruction in Physical Sciences. The implementation of project-based learning proved to be an effective method for nurturing entrepreneurial skills, highlighting the importance of experiential learning. It is essential for higher education institutions to integrate entrepreneurship into their curricula, collaborate with industry, improve group dynamics, and prioritise quality control. These strategies have the potential to foster innovation and better prepare students for self-employment opportunities.

This study examines the effects of challenge-based and activity-based learning approaches on technical college students’ achievement, interest and retention in woodwork technology. A quasi-experimental research design was adopted. The study constituted a total number of 122 subjects, 63 for Challenge-based learning, while 59 were for activity-based learning. The study revealed that students who taught woodwork using the challenge-based learning instructional approach had a higher mean score than students taught using the activity-based learning teaching method in cognitive achievement tests, psychomotor achievement tests and tests for retention of learning.  Consequently, the research recommended that the National Board for Technical Education (NBTE) should consider a review of the Woodwork work curriculum for Technical Colleges with a view to incorporating the challenge-based learning instructional approach into the teaching of the woodwork.