Agricultural entrepreneurship from a social constructivist perspective: a reflection based on the theories of McClelland, Maslow, and Schumpeter for learning
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This research analyzes the importance of strengthening the acquisition of new knowledge through the development of entrepreneurial skills among students in the department of Boyacá, Colombia. It links classical entrepreneurship theories—such as the need for achievement, motivation, and the satisfaction of needs—with current paradigms of student learning, emphasizing the role of epistemological relativism and the socially constructed, historically, culturally and linguistically situated nature of knowledge. As a response, the article proposes the articulation of situated learning, transformative learning and social constructivism with entrepreneurial competences and active teaching methodologies, integrating elements such as motivation, innovation, collaborative work and life projects of rural youth. It concludes that it is necessary to expand research and strategies that promote agricultural entrepreneurship from a contextual and transformative approach to rural environments.
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