PERCEPTIONS AND PRACTICES OF PRESCHOOL EDUCATORS REGARDING ENTREPRENEURSHIP EDUCATION IN MOROCCO

Entrepreneurship education has attracted growing interest due to its potential to foster essential transversal skills from early childhood, such as creativity, autonomy, and initiative. In the Moroccan context, despite the integration of certain transversal competencies into preschool curricula, entrepreneurship education remains insufficiently explicit and poorly formalized. This study aims to analyze preschool educators perceptions, pedagogical practices, and training needs regarding entrepreneurship education in Morocco. A questionnaire-based survey was conducted with 334 preschool educators working in institutions affiliated with the Moroccan Foundation for Preschool Education. The questionnaire was structured around three dimensions: (1) educators general perceptions of entrepreneurship education, (2) pedagogical prerequisites for its integration into preschool education,and (3) training and support needs. The results indicate a strong overall endorsement of entrepreneurship education among educators, while revealing that its integration into pedagogical practices remains largely implicit. The findings also show that educators prior experience is associated with greater awareness of the need to adapt teaching methods and strengthen programmatic support, whereas the main obstacles identified relate to institutional and structural constraints. These results highlight the importance of clarifying the entrepreneurial competencies to be developed from the preschool level and of strengthening educator support through explicit curricular frameworks, targeted training, and appropriate resources, in order to promote a coherent and sustainable integration of entrepreneurship education in the Moroccan context.