Encouraging Youth Entrepreneurship Through Computer Science Education and Digital Skills Development: A Pathway to Sustainable Socioeconomic Growth
AKOMOLAFE, Ayodeji Adeleye, OGUNJOBI, Philip Gbenga, ADEGBOYEGBE, Oluwafunke Bunmi
Abstract
Youth unemployment remains a critical global challenge, exacerbated by digital transformation, labor market volatility, and mismatches between educational outcomes and economic demands. While Computer Science Education (CSE) and Digital Skills Development (DSD) are increasingly prioritized in education systems, they are often disconnected from the entrepreneurial competencies required for innovation-driven and self-sustaining employment. This conceptual paper proposes an integrated model of Digital Entrepreneurship Education that unifies CSE, DSD, and Entrepreneurship Education (EE) within a coherent, practice-oriented framework aimed at empowering youth for active participation in the digital economy. Anchored in human capital theory, endogenous growth theory, capability theory, and constructivist learning paradigms, the model consists of five interrelated components: formal computer science instruction, digital entrepreneurship education, practical project- or problem-based learning (PBL), workplace exposure through internships and incubators, and policy support with infrastructure development. Drawing on global case studies from the United States, Asia, and Africa, the model highlights both the potential and the contextual challenges of implementation across diverse regions. The discussion underscores the transformative role of educational ecosystems in fostering entrepreneurial agency, innovation capacity, and inclusive economic development. Policy implications include curriculum reforms, educator training, digital infrastructure investment, and multi-sector collaboration to ensure sustained and equitable access to entrepreneurial learning opportunities. The paper concludes that embedding entrepreneurship within computing and digital education is not only a response to youth unemployment, but a strategic imperative for fostering scalable innovation and socio-economic resilience.
Keywords
References
theoretical frameworks (e.g., Sen’s capability approach, endogenous growth theory) and real-
world applications from existing programs and policies cited in the literature (Silva León et al.,
2025; Pop-Cohu? & Dodescu, 2023).
4.3 Scope and Limitations
As
a non-empirical
study,
the
scope
of
this
paper
is
limited
to theoretical
exploration and conceptual model development. While robust in its analytical grounding, the
absence of new empirical data means that further research is necessary to test the validity and
scalability of the proposed model in diverse educational settings. Nevertheless, the paper provides
a crucial foundation for future empirical research, curriculum innovation, and policy
experimentation in the field of youth digital entrepreneurship.
4.4 Contribution of the Methodological Approach
This methodological approach contributes to the academic discourse by filling a critical conceptual
gap in the literature—namely, the lack of integrated models linking CSE with youth-oriented
entrepreneurship education in a manner that is theoretically sound and globally adaptable (Zarb et
al., 2019; Abdulsalam & Bamidele, 2022). As digital transformation accelerates across industries,
this study offers a coherent, future-ready framework for aligning educational reform with
innovation-driven economic development.
The conceptual nature of this study allows for a theoretically informed and globally relevant
examination of how digital and computing education can be restructured to foster entrepreneurship
at scale. Rather than offering empirical findings, the study delivers a structured, analytical
contribution that bridges three critical dimensions—CSE, DSD, and EE—into a unified model that
can inform research, policy, and pedagogical innovation.
Discussion
The proposed Integrated Model of Digital Entrepreneurship Education brings together formal
computer science instruction, digital entrepreneurship education, project-based learning,
workplace exposure, and enabling infrastructure into a unified framework aimed at addressing
youth unemployment and digital exclusion through innovation and self-employment. This
discussion unpacks the implications of the model by examining its relevance to socioeconomic
development, its alignment with existing educational and labor market transformation agendas,
and the critical challenges that may affect its implementation.
5.1 Aligning Education with the Digital Economy
One of the core insights emerging from the model is the urgent need to shift educational focus
away from purely technical competence toward an innovation-centric and entrepreneurial
paradigm. In contexts where the curriculum is limited to programming or ICT skills without real-
world application, youth are often left underprepared for dynamic labor markets or
entrepreneurship (Zarb, Brady, & McDermott, 2019; Mustaffa et al., 2025). The model underscores
that computer science education is not merely vocational; when fused with entrepreneurial
thinking and project orientation, it becomes a strategic lever for economic empowerment and
technological adaptation.
This shift is especially pertinent in developing regions where digital skilling efforts remain
fragmented or excessively donor-driven. Integrating entrepreneurship into digital education moves
beyond a remedial approach to unemployment and toward broader goals of self-reliance and
innovation (Abdulsalam & Bamidele, 2022; Gangiah, 2023). As noted by Zehri et al. (2024),
combining digital literacy with entrepreneurship enhances the prospects of generating local
solutions with socio-economic value, rather than merely producing job seekers.
5.2 Policy Innovation and Institutional Readiness
Implementation of the model is dependent on policy coherence and institutional readiness within
both education and economic development sectors. Governments and educational authorities must
align curriculum mandates, labor market policies, and national digital strategies to support
systemic reform. Examples such as Rwanda’s digitization agenda (Dinika, 2024) and South
Africa’s Thrive ZA programme (Gangiah, 2023) illustrate how governments can institutionalize
digital entrepreneurship through public policy—providing youth access to training, startup capital,
and digital infrastructure.
However, many public education systems may lack the financial or technical capacity to introduce
cross-disciplinary curricula or scale project-based learning. Teacher retraining, curriculum
redesign, and investment in digital labs and incubators will be necessary to enact meaningful
change (Pasha, 2023; Herlina & Wahira, 2024). Moreover, policy frameworks must ensure
inclusivity by addressing gender, spatial, and economic disparities in access to digital
entrepreneurship opportunities.
5.3 Empowerment through Pedagogy: The Centrality of Practice-Oriented Learning
The integration of practical, project-based learning (PBL) within the model reflects the growing
consensus in constructivist educational theory that knowledge is best constructed through real-
world engagement (Herlina & Wahira, 2024; Washington, Meijias, & Burge, 2020). Hackathons,
innovation labs, and community-based computing challenges are essential formats through which
students can develop core entrepreneurial competencies while reinforcing their technical learning.
PBL also promotes the skills that youth need to navigate uncertainty and compete in digitally
mediated markets—problem-solving, collaboration, creativity, and adaptive reasoning. Institutions
that embrace PBL not only prepare students for employment but also build a culture of innovation
and resilience, especially among underrepresented and marginalized populations.
5.4 Digital Entrepreneurship as a Pathway to Inclusive Growth
One of the strongest rationales for integrating entrepreneurship with CSE and DSD lies in its
potential to foster inclusive and sustainable economic development. Youth entrepreneurship, when
adequately supported, can invigorate local economies, generate self-employment, and reduce
dependency on saturated formal labor markets (Silva León et al., 2025; Sarkar & Jena, 2024).
Moreover, digital entrepreneurship—by nature—lowers traditional entry barriers, allowing young
people to start ventures with minimal capital using tools such as mobile platforms, e-commerce
channels, or digital content creation.
This is especially impactful for regions facing high levels of unemployment, informal labor, and
educational inequities. As shown in case examples from Asia and Africa, community-driven
models of digital innovation are already demonstrating success in solving localized problems
through platform-based entrepreneurship (Purnama, 2024; Dinika, 2024). The model thus
promotes a democratization of opportunity, aligning with broader socioeconomic goals around
equity, access, and sustainable development.
5.5 Challenges and Risk Factors
Despite its potential, the success of the integrated model depends on several critical enablers and
external conditions, including:
•
Curricular flexibility and cross-sector collaboration: Integrating entrepreneurship into
technical curricula requires coordination between faculties, industries, and government, as
well as adaptable accreditation frameworks.
•
Educator and facilitator readiness: Many teachers in traditional engineering or computer
science programs may lack the entrepreneurial mindset or pedagogical skills needed to
guide students in business ideation, prototyping, or pitching.
•
Access to infrastructure: Without equitable access to broadband internet, devices,
innovation hubs, and entrepreneurial funding mechanisms, large segments of the youth
population may remain excluded (Lata, 2024; Ohei & Mantzaris, 2023).
•
Evaluation and scalability f
