Due to its growing practical relevance, sustainability entrepreneurship receives a high degree of academic attention. However, literature on how to educate sustainability entrepreneurs remains scarce. A promising didactical approach in this context is service learning. We ask if service learning is an effective way to educate sustainability entrepreneurs, and which framework conditions impact those educators. First, we draw on an established sustainable entrepreneurship capability framework and provide direct evidence from entrepreneurship educators about the effectiveness of service learning. Second, based on grounded theory, qualitative interviews with those educators reveal a framework composed of personal and institutional factors that they have to navigate when provide service learning. Our findings contribute to the interface of service learning and sustainability entrepreneurship by highlighting its effectiveness and the framework conditions for educators.

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Entrepreneurship is a future skill that is of central importance for modern societies and economies. It has been recommended that Entrepreneurship Education, when defined as the scientifically founded discussion around the questions about how a central, lifelong, cross-sectional competence in entrepreneurship can be promoted, should be anchored early on in the socialization of learners, namely in schools as an essential educational practice. However, Entrepreneurship Education in Germany has not yet been implemented across the board and is still not mandatory in schools. This chapter illustrates how entrepreneurship, initiative, courage, and trust can be sparked in young people in Germany by using project-based learning as entrepreneurship education instead of project-based learning in entrepreneurship education. A concrete empirical example below of a school education initiative shows how this could be realized.

With entrepreneurship education receiving growing attention in research and practice the question arises what exactly entrepreneurship education’s impact is and should be. There is a lack of discussion on what (different kinds of) entrepreneurship education should aim to achieve, and how entrepreneurship education’s success can be captured. In this chapter, we raise the question: What is relevant for generating which kind of entrepreneurial activity? We call for a stronger competence orientation, underline the importance of an entrepreneurship education ecosystem, and carve out the need for future research in these fields.