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Entrepreneurship is increasingly recognised as a critical driver of economic growth, innovation, and graduate employability in the global knowledge economy. While entrepreneurship education has traditionally been located within business and management disciplines, limited attention has been paid to the pedagogical role of English methodology in cultivating entrepreneurial skills and mindsets in higher education. This study addresses this gap by systematically reviewing empirical literature published between 2014 and 2025 to examine how English teaching methodologies contribute to the development of entrepreneurial competencies among university students. Guided by human capital theory, social learning theory, and the theory of planned behaviour, the study synthesises evidence from peer-reviewed studies across diverse higher education contexts. The findings indicate that learner-centred, communicative, and experiential English pedagogies play a significant role in fostering key entrepreneurial attributes, including creativity, critical thinking, opportunity recognition, collaboration, adaptability, and persuasive communication. Approaches such as project-based learning, academic literacy instruction, digital storytelling, debate, and pitching tasks are shown to bridge linguistic competence with entrepreneurial agency by enabling students to apply language skills in authentic, problem-oriented contexts. Furthermore, English methodology emerges as a transversal pedagogical platform that supports interdisciplinary collaboration and innovation across academic fields. The study concludes that integrating entrepreneurship-oriented English methodologies into higher education curricula is not supplementary but essential for preparing graduates to navigate complex labour markets and entrepreneurial ecosystems. The article offers practical implications for curriculum design, academic development, and institutional policy, positioning English methodology as a strategic contributor to entrepreneurship education and socio-economic development.

Entrepreneurship education has been implemented at numerous higher education institutions to provide students with the skills and knowledge for pursuing entrepreneurship as a career.  Nevertheless, several problems confront entrepreneurship education, despite its recognised benefits among students.  This study sought to identify the obstacles in entrepreneurship education that impede student entrepreneurial development at the University of Venda.  The research employed a qualitative design to fulfil its purpose.  The targeted population consisted of University of Venda student-entrepreneurs engaged in entrepreneurship education programs and those enrolled in entrepreneurship courses.  A convenience sample method was employed to choose 10 participants, and data were gathered using semi-structured face-to-face and telephone interviews in alignment with the research objectives.  The gathered data was evaluated thematically utilising Atlas.ti version 8.4. The findings revealed the obstacles confronting entrepreneurship education, which include budgetary limits, insufficient funding, and unsuitable teaching techniques.  This research is one of the few that have recognised the obstacles of entrepreneurship education for students.  A mixed-method research strategy is advisable for a comprehensive comprehension of the topic.

The secretive conduct of entrepreneurs regarding their business success undermines the principles of openness, transparency, and honesty, which are essential in entrepreneurship as they foster accountability, responsible business practices, and ethical behaviour. The research seeks to examine the degree to which entrepreneurs reveal information regarding their business success to various stakeholders. The research employed an interpretative perspective and a qualitative methodology. Purposive sampling was employed to choose entrepreneurs managing SMMEs in the Limpopo Province. An inductive methodology was employed to obtain comprehensive data regarding the communication of entrepreneurial success by firm owners. ATLAS.ti 8 was employed for data analysis. The findings indicated that entrepreneurs convey their success to diverse stakeholders, including relatives, friends, and business networks, by sharing best practices and inspiring others to pursue entrepreneurial endeavours. This study has discovered that the disclosure of success primarily occurs when entrepreneurs seek funding or loans from banks and the government. Standard communication with authorities was identified as another method by which entrepreneurs report their success to the South African Revenue Services during tax return submissions. This study found that entrepreneurs' perceptions of success vary in their communications with different stakeholders. The work offered significant contributions to the existing literature and future research from a theoretical standpoint.

This study examines the role of the Economic Activation Office (EAO) in advancing entrepreneurship within a rural higher education institution in South Africa. The study is informed by Entrepreneurial University Theory, the Triple Helix Model, and the Resource-Based View (RBV), which are integrated to explain how institutional orientation, ecosystem collaboration, and resource mobilisation jointly shape entrepreneurship support. A qualitative exploratory design was adopted within an interpretivist paradigm. Semi-structured interviews were conducted with 14 purposively selected participants comprising EAO staff, university entrepreneurship practitioners, and student entrepreneurs. Thematic analysis identified four interconnected roles of the EAO: entrepreneurship awareness creation, capacity and skills development, stakeholder collaboration and ecosystem coordination, and institutional support and resource mobilisation. The findings show that the EAO operates not only as an administrative support office but also as a boundary-spanning mechanism that connects students and university resources with external entrepreneurial opportunities. However, limited funding, incubation infrastructure, long-term mentorship, and uneven cross-faculty participation constrain its ability to translate awareness and capability development into sustained entrepreneurial outcomes. The study contributes a rural EAO ecosystem perspective in which awareness and capability development are strengthened by institutional resources and external ecosystem relationships, while rural structural conditions moderate the effectiveness of these mechanisms. The study recommends dedicated institutional funding, cross-faculty integration, formalised ecosystem partnerships, structured incubation and post-training support, and targeted policy measures for rural universities.

This study examines the role of the Economic Activation Office (EAO) in advancing entrepreneurship within a rural higher education institution in South Africa. The study is informed by Entrepreneurial University Theory, the Triple Helix Model, and the Resource-Based View (RBV), which are integrated to explain how institutional orientation, ecosystem collaboration, and resource mobilisation jointly shape entrepreneurship support. A qualitative exploratory design was adopted within an interpretivist paradigm. Semi-structured interviews were conducted with 14 purposively selected participants comprising EAO staff, university entrepreneurship practitioners, and student entrepreneurs. Thematic analysis identified four interconnected roles of the EAO: entrepreneurship awareness creation, capacity and skills development, stakeholder collaboration and ecosystem coordination, and institutional support and resource mobilisation. The findings show that the EAO operates not only as an administrative support office but also as a boundary-spanning mechanism that connects students and university resources with external entrepreneurial opportunities. However, limited funding, incubation infrastructure, long-term mentorship, and uneven cross-faculty participation constrain its ability to translate awareness and capability development into sustained entrepreneurial outcomes. The study contributes a rural EAO ecosystem perspective in which awareness and capability development are strengthened by institutional resources and external ecosystem relationships, while rural structural conditions moderate the effectiveness of these mechanisms. The study recommends dedicated institutional funding, cross-faculty integration, formalised ecosystem partnerships, structured incubation and post-training support, and targeted policy measures for rural universities.

Entrepreneurship is increasingly recognised as a critical driver of economic growth, innovation, and graduate employability in the global knowledge economy. While entrepreneurship education has traditionally been located within business and management disciplines, limited attention has been paid to the pedagogical role of English methodology in cultivating entrepreneurial skills and mindsets in higher education. This study addresses this gap by systematically reviewing empirical literature published between 2014 and 2025 to examine how English teaching methodologies contribute to the development of entrepreneurial competencies among university students. Guided by human capital theory, social learning theory, and the theory of planned behaviour, the study synthesises evidence from peer-reviewed studies across diverse higher education contexts. The findings indicate that learner-centred, communicative, and experiential English pedagogies play a significant role in fostering key entrepreneurial attributes, including creativity, critical thinking, opportunity recognition, collaboration, adaptability, and persuasive communication. Approaches such as project-based learning, academic literacy instruction, digital storytelling, debate, and pitching tasks are shown to bridge linguistic competence with entrepreneurial agency by enabling students to apply language skills in authentic, problem-oriented contexts. Furthermore, English methodology emerges as a transversal pedagogical platform that supports interdisciplinary collaboration and innovation across academic fields. The study concludes that integrating entrepreneurship-oriented English methodologies into higher education curricula is not supplementary but essential for preparing graduates to navigate complex labour markets and entrepreneurial ecosystems. The article offers practical implications for curriculum design, academic development, and institutional policy, positioning English methodology as a strategic contributor to entrepreneurship education and socio-economic development.

Entrepreneurship education has been implemented at numerous higher education institutions to provide students with the skills and knowledge for pursuing entrepreneurship as a career.  Nevertheless, several problems confront entrepreneurship education, despite its recognised benefits among students.  This study sought to identify the obstacles in entrepreneurship education that impede student entrepreneurial development at the University of Venda.  The research employed a qualitative design to fulfil its purpose.  The targeted population consisted of University of Venda student-entrepreneurs engaged in entrepreneurship education programs and those enrolled in entrepreneurship courses.  A convenience sample method was employed to choose 10 participants, and data were gathered using semi-structured face-to-face and telephone interviews in alignment with the research objectives.  The gathered data was evaluated thematically utilising Atlas.ti version 8.4. The findings revealed the obstacles confronting entrepreneurship education, which include budgetary limits, insufficient funding, and unsuitable teaching techniques.  This research is one of the few that have recognised the obstacles of entrepreneurship education for students.  A mixed-method research strategy is advisable for a comprehensive comprehension of the topic.

The secretive conduct of entrepreneurs regarding their business success undermines the principles of openness, transparency, and honesty, which are essential in entrepreneurship as they foster accountability, responsible business practices, and ethical behaviour. The research seeks to examine the degree to which entrepreneurs reveal information regarding their business success to various stakeholders. The research employed an interpretative perspective and a qualitative methodology. Purposive sampling was employed to choose entrepreneurs managing SMMEs in the Limpopo Province. An inductive methodology was employed to obtain comprehensive data regarding the communication of entrepreneurial success by firm owners. ATLAS.ti 8 was employed for data analysis. The findings indicated that entrepreneurs convey their success to diverse stakeholders, including relatives, friends, and business networks, by sharing best practices and inspiring others to pursue entrepreneurial endeavours. This study has discovered that the disclosure of success primarily occurs when entrepreneurs seek funding or loans from banks and the government. Standard communication with authorities was identified as another method by which entrepreneurs report their success to the South African Revenue Services during tax return submissions. This study found that entrepreneurs' perceptions of success vary in their communications with different stakeholders. The work offered significant contributions to the existing literature and future research from a theoretical standpoint.