Entrepreneurial Intention and Skills Needed by Today's Youths for Sustainable Development

Authors

  • Dorothy Nkem Ezenwanne Department of Home Economics, Nwafor Orizu College of Education, Nsugbe, Anambra State, Nigeria

DOI:

https://doi.org/10.37256/ser.4120232303

Keywords:

entrepreneurial intention, skill acquisition, youths, sustainable development

Abstract

The development of entrepreneurial intention and raising the attitudes of today's youths to launch their own firms in Nigeria has continued to center on entrepreneurship and skill acquisition. Based on these, the study looked into various skills needed by today's youths for Sustainable Development. The study was further guided by two research questions and one hypothesis tested at the 0.05 level of significance. A descriptive survey research approach was implemented. The participants in this study were students and lecturers at Nwafor Orizu College of Education, Nsugbe, Anambra State, Nigeria. The population size was made up of 70 students and 30 lecturers. Data were collected using a questionnaire produced by the researcher. The responses were analysed using arithmetic mean and standard deviation scores, and the null hypothesis was tested using a t-test. The result revealed that self-motivation is among the influencing factors of entrepreneurial intentions by today's youths. Additionally, creativity was considered essential since most entrepreneurs are beginning from zero position with limited resources. The results further revealed that students and lecturers do not differ significantly in their mean perception scores regarding sustainable entrepreneurial soft skills required by today's youths. It was recommended among others that the federal government should create an atmosphere that is conducive to learning and supply all the tools and resources required for Nigeria's economy to grow sustainably.

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Published

2023-02-15

How to Cite

Ezenwanne, D. N. (2023). Entrepreneurial Intention and Skills Needed by Today’s Youths for Sustainable Development. Social Education Research, 4(1), 170–181. https://doi.org/10.37256/ser.4120232303