Chapter 2: Student readiness for adopting self-directed learning in entrepreneurship programmes

Entrepreneurship education (EE) aims to equip students with the skills and mindset to navigate uncertainty, identify opportunities and take initiative. Ultimately, the outcome is new venture creation. However, traditional education models often rely on structured curricula that limit student autonomy, potentially hindering the development of entrepreneurial competencies. This chapter examines the role of self-directed learning (SDL) in EE, with a particular focus on the readiness of Generation Z (Gen Z) students to engage in SDL. Drawing on social cognitive theory, the study investigated key factors influencing students’ readiness for SDL in EE. The study was qualitative in nature and employed a thematic analysis of student reflections from the University of Johannesburg, a South African higher education institution (HEI). The findings highlight that the demand for practical, experiential learning approaches is related to what students view as preparing them for entrepreneurship, but it does not always translate to SDL. The external locus of control in learning is evident in some of the suggestions that students make for teaching and learning methods, and fostering SDL would require a stronger internal locus of control. Although the potential for various teaching and learning methods exists to support SDL, an awareness needs to be created around the responsibility of students in their own learning. The chapter discusses the implications for curriculum design, with a focus on obtaining a balance between structure and flexibility to enhance SDL.