Business start-ups are usually volatile and risky. They require rapid response and adaptability, calling for entrepreneurial self-confidence among young entrepreneurs. As there is a presumption that technology can alleviate these challenges, this study assessed transformation in entrepreneurial self-efficacy (ESE) among young South Africans in relation to an online business start-up. The article’s contribution centres on the advancement of knowledge on youth entrepreneurship development by understanding/exploring the impact of technology in boosting entrepreneurial confidence and thus stimulating entrepreneurial activities. Using an action learning approach, a business tech start-up process was simulated with a group of 109 randomly recruited participants. Their ESE moving through the start-up cycle was captured and analysed. Likert-scale data were collected on their perceptions before and after the simulation in relation to tolerance self-efficacy, relationship self-efficacy, managerial self-efficacy and opportunity identification self-efficacy. Findings showed significant change in ESE for business start-up after exposure to the potentials and opportunities of technology-related businesses. Participants showed increased confidence and enthusiasm on prospects of success in establishing tech businesses. Effect on the development of ESE was also more pronounced in male participants than female participants.

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Purpose Entrepreneurs engaging in social entrepreneurship are inspired by a need to make a difference in their local socio-economic circumstances. In developing countries and emerging economies, social entrepreneurs from deep rural areas are tapping into different types of ways to inspire themselves to sustain actions. Little research has been done to investigate the role religion plays as a source of inspiration to rural entrepreneurs in developing countries. Many scholars from economic sciences reject the probability of linking religion to social entrepreneurship. The purpose of this study is to investigate themes as inspired by religious paradigm aspects of desire, disenchantment, epiphany, bridging and enlightenment. A framework was created for social entrepreneurship development by using religious drivers as premise. Design/methodology/approach In a partially inductive, exploratory design, this study examined the objectives through a qualitative approach. ATLAS.ti, a qualitative data analysis programme, was used for thematic analysis. Findings The key finding was that in this specific rural demographic area, social entrepreneurs often express a common motivation as an aspiration to integrate their religious beliefs and work. Originality/value Investigating a specific demographic sample in a deep rural area in Nigeria provided valuable insights into the community’s way of living by incorporating aspects of religious drivers to develop social entrepreneurship. It was also valuable to discover that the sample views qualities such as hard work, independence and thrift as drivers to strengthen their religious belief and in return boost social entrepreneurship.

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Entrepreneurship education was introduced in South African schools in 2000 when it was made part of the Economics and Management Science curriculum for Grades 3 to 9, followed by incorporation in the Business Studies curriculum for grades 10 to 12. Problems noted by Shay and Nchu (2015) were that not all schools offered entrepreneurship education. Little is known about post-program effectiveness in actual start-ups and business performance. A study by Peterman and Kennedy (2013) investigating the effects of Young Achievement Australia on a sample of high school students in Australia found that the desirability and feasibility of entrepreneurship after attending the programme had increased, indicating that entrepre