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The increasing unemployment rates in South Africa and other parts of the continent underscore the critical importance of youth involvement in entrepreneurship to sustain the economy and enhance living standards. Despite this, youth participation in entrepreneurship remains low. This study aimed to investigate the entrepreneurial cognition of opportunities and challenges among the youth in the South African context. Exploratory design using a qualitative research approach, focusing on a cross-sectional data collection method through structured online interviews was employed. A sample of twelve South African youth. The findings show that engagement in entrepreneurial activities remains limited due to significant cognitive challenges which stem from historical inequalities that have marginalized many from economic participation and from present systems that are less supportive of the youth. The study recommends promoting an entrepreneurial mindset focused on seizing opportunities and overcoming historical constraints to stimulate start-up creation and reduce unemployment.

Entrepreneurship is often examined from psychological, social, and economic perspectives. However, this fragmented approach limits our understanding of how these dimensions interact, especially in a world shaped by rapid technological changes and evolving market dynamics. To address this, the Yolk Entrepreneurship Framework was introduced as an integrative model that unifies diverse perspectives. This study employed a conceptual research design and systematically reviewed two decades of literature from leading journals. Through thematic analysis, it explores six key variables: entrepreneurial mindset, sociocultural influences, economic factors, intrapreneurship, sustainable entrepreneurship, and technological advancements. The findings reveal that entrepreneurship is shaped by the dynamic interplay between individual traits and broader contextual factors. Notably, social capital enhances innovation driven by a mindset, highlighting the synergy between internal attributes and external networks. The Yolk Framework visualises these interconnections and promotes a comprehensive view of entrepreneurship. This underscores the need to integrate psychological, sociological, and economic insights to fully grasp the entrepreneurial process. This framework offers a comprehensive lens for scholars, practitioners, and policymakers to understand entrepreneurship as a dynamic, interconnected phenomenon that supports informed research, inclusive policy design, and context-sensitive practice.

Entrepreneurship is a fundamental driver of economic growth and innovation, particularly in emerging economies where youth unemployment remains a critical challenge. This study examines the role of self-efficacy in shaping entrepreneurial motivation and behaviour among students at Tshwane University of Technology (TUT), South Africa. Grounded in Bandura’s Social Cognitive Theory, this study integrates Ajzen’s Theory of Planned Behaviour and Becker’s Human Capital Theory to explore the link between self-efficacy, entrepreneurial intentions, and long-term business success. A qualitative research design was employed, involving in-depth interviews with purposively selected students enrolled in entrepreneurship programs. Thematic analysis was utilised to extract key themes related to self-efficacy, resilience, risk-taking behaviour, and socio-economic influences. The findings indicate that students with higher levels of self-efficacy demonstrate stronger entrepreneurial motivation, persistence, and proactive business engagement. The study further explores the role of mentorship programs, institutional support, and policy interventions in enhancing self-efficacy among young entrepreneurs. The research offers critical policy recommendations for higher education institutions, government bodies, and business incubators, advocating for structured entrepreneurship training, financial accessibility reforms, and mentorship-driven ecosystem development. The findings contribute to the growing body of literature on entrepreneurial self-efficacy in emerging markets and provide actionable strategies to foster an entrepreneurial mindset among university students.

Entrepreneurship serves as a key catalyst for innovation, job creation, and sustainable economic growth in developing societies. This paper reviews existing literature to evaluate how entrepreneurship education enhances students’ understanding of global markets and the productive economy. Using studies published between January 2015 and September 2025, the review synthesizes evidence from diverse contexts to explore cognitive, experiential, and skill-based learning outcomes. The analysis highlights recurring themes such as adaptability, resilience, innovation, and interdisciplinary learning, revealing that entrepreneurship education significantly improves students’ economic awareness and entrepreneurial intentions. Methodologically, a structured qualitative review was applied across multiple academic databases using defined inclusion criteria. Ten studies were examined in depth, showing consistent links between entrepreneurship education and enhanced global market literacy, entrepreneurial self-efficacy, and practical business application. The paper contributes to theory by integrating insights from critical realism and evolutionary economics, offering an interdisciplinary framework for analyzing entrepreneurship education’s societal impact. In practice, the findings suggest that embedding global market simulations and intercultural experiences within curricula can strengthen students’ preparedness for dynamic economies. The review concludes with implications for policymakers, educators, and future researchers.

Traditionally, the business landscape has been male-dominated; however, recent trends indicate a notable rise in female entrepreneurs within rural regions of South Africa. Women-owned small and medium-sized enterprises (SMEs) in the Bushbuckridge Local Municipality encounter various challenges, including issues with financing, access to education and training, gender bias, business skills development, and maintaining a work-life balance. Women entrepreneurs frequently encounter challenges in balancing their professional and family obligations due to numerous domestic duties and responsibilities. Their long-term business success may be jeopardised by these challenges.  This study seeks to examine the challenges encountered by women-owned SMEs, focussing on the Bushbuckridge Local Municipality as the area of investigation. The investigation employed a qualitative approach to gather and examine the data. The investigation employed a semi-structured interview guide for data collection and utilised a thematic content analysis method to examine both empirical and secondary data. A snowball sampling technique was employed to identify appropriate participants, resulting in the successful sampling of forty (N=40) individuals in 2024. The findings indicated that the majority of participants had achieved their matriculation (grade 12) qualifications; however, they conveyed a desire for further skills and training in entrepreneurship to enhance their business management and growth. A significant number of women reported encountering various forms of discrimination, including being advised to stay at home and care for their husbands and children due to their gender. Women-owned businesses encounter barriers in obtaining resources, networks, and opportunities when compared to their male counterparts. The analysis suggests that businesses owned by women ought to receive equal opportunities as those owned by men. It is essential to enhance the capabilities of women-owned businesses by providing resources including technology, financial support, and training in sustainable business development. In conclusion, the study emphasises the importance of the Bushbuckridge Local Municipality acknowledging the contributions of women-owned SMEs and offering the essential support needed to address unemployment in the region. In the process of awarding tenders, it is essential for municipalities to guarantee the inclusion of women on the board of directors, in accordance with the stipulations set forth by the Broad-Based Black Economic Empowerment Act Amendment 42 of 2013.

Startups have been recognized as direct drivers of national economic prosperity; therefore, factors that contribute to their success hold a special place in entrepreneurship literature. Still, there is a lack of studies elaborating how the emergence of new digital technologies has changed the way success factors impact ventures. To address the research problem, a qualitative methodology is employed grounded on systematic literature review, summarizing insights from existing literature, incorporating 110 research papers published on Emerald, Scopus and EBSCO, and other relevant bases, in the period from October 2024 to September 2025. The central objective of this research is to provide clear comparisons of the impact of four internal entrepreneurial success factors (knowledge, internal innovation capacity, social networks and managerial and planning ability) in the frames of traditional and digital businesses. Results show that the four studied success factors are essential for both traditional and digital businesses. It illustrates that the four elaborate factors are mutually interconnected, starting with traditional processes which emphasize experiential learning, transferring to digital processes emphasizing knowledge of sophisticated technology. As contribution to entrepreneurial practice, comparative analysis underlines the need for deeper understanding of entrepreneurial environments and adaptation of hybrid capabilities combining strategic planning with digital adaptability.

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.

This study investigates the perceptions of Management Sciences students in Bloemfontein, South Africa, regarding the role of technology in facilitating entrepreneurship and its impact on business success. In the context of a rapidly evolving technological landscape, the research aims to evaluate students' knowledge, attitudes, and comprehension of how technology influences entrepreneurial endeavours. Utilising a quantitative approach, this study identifies gaps in students' understanding, assesses their readiness to embrace technological advancements, and evaluates their awareness of the strategic importance of technology in the entrepreneurial journey. Findings reveal significant insights into students' perceptions and highlight areas for improvement in educational curricula designed to enhance technological literacy among aspiring entrepreneurs. This study contributes to the development of interventions that equip students with the necessary skills and knowledge to navigate the increasingly digital entrepreneurial landscape, thereby promoting a generation of technologically proficient and entrepreneurial-minded individuals.

Entrepreneurship serves as a key catalyst for innovation, job creation, and sustainable economic growth in developing societies. This paper reviews existing literature to evaluate how entrepreneurship education enhances students’ understanding of global markets and the productive economy. Using studies published between January 2015 and September 2025, the review synthesizes evidence from diverse contexts to explore cognitive, experiential, and skill-based learning outcomes. The analysis highlights recurring themes such as adaptability, resilience, innovation, and interdisciplinary learning, revealing that entrepreneurship education significantly improves students’ economic awareness and entrepreneurial intentions. Methodologically, a structured qualitative review was applied across multiple academic databases using defined inclusion criteria. Ten studies were examined in depth, showing consistent links between entrepreneurship education and enhanced global market literacy, entrepreneurial self-efficacy, and practical business application. The paper contributes to theory by integrating insights from critical realism and evolutionary economics, offering an interdisciplinary framework for analyzing entrepreneurship education’s societal impact. In practice, the findings suggest that embedding global market simulations and intercultural experiences within curricula can strengthen students’ preparedness for dynamic economies. The review concludes with implications for policymakers, educators, and future researchers.

Entrepreneurship literacy has become a critical response to South Africa’s pressing socio-economic challenges, particularly high unemployment and poverty. This paper examines the role of higher education institutions (HEIs) in embedding entrepreneurship literacy into their curricula, going beyond traditional entrepreneurship education by integrating competencies such as innovation, economic management, and technological fluency across disciplines. Using a narrative literature review complemented by a meta-analytic synthesis, the study systematically analysed global and South African scholarship published between 2007 and 2025. The findings reveal that entrepreneurship literacy programmes have a moderate positive effect on students’ entrepreneurial intentions and self-efficacy, but only a small effect on actual venture creation, highlighting persistent structural barriers such as funding gaps, limited incubation, and insufficient staff training. In contrast, international contexts where entrepreneurship education is deeply integrated across disciplines show stronger outcomes. The study concludes that for South Africa to realise the transformative potential of entrepreneurship literacy, a unified national policy, adaptive curricula, academic staff development, and robust industry partnerships are essential. Without these systemic reforms, entrepreneurship literacy will remain an underutilised resource, but with them, it can become a cornerstone for innovation, employability, and inclusive economic growth.