Proposal of a theoretical model for the curricular development of entrepreneurial competencies in students of the unified general high school

Abstract

This article proposes a theoretical model for the curricular development of entrepreneurial competencies in students of the Unified General Baccalaureate (BGU) in the canton of El Carmen, province of Manabí, Ecuador. The research was conducted using a qualitative and projective approach, aimed at understanding the epistemological, pedagogical, and contextual foundations that support entrepreneurial training in secondary education. Based on the analysis of teacher perceptions and the curricular diagnosis, a model was constructed based on the constructivist and sociocultural paradigm, which integrates the dimensions of knowing how to be, knowing how to know, and knowing how to do. This model proposes a pedagogical sequence organized into design, implementation, and evaluation phases, promoting active methodologies, experiential learning, and connections with the productive environment. It also includes innovations such as entrepreneurship laboratories and digital mentoring platforms, aimed at strengthening students' autonomy, creativity, and transformative capacity. The results demonstrate the relevance of the model as a guide for a more contextualized, inclusive education that promotes a sustainable entrepreneurial culture in the Ecuadorian education system.