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Entrepreneurship is a source of innovation, employment, growth and economic development (Penaluna, 2018). Therefore, promoting entrepreneurship education is one of the most important policy objectives in the European Union and in the Member States (Kuratko et al., 2021). Raising the level of entrepreneurial knowledge is seen as essential in shaping mindsets as well as providing the necessary competences to develop an entrepreneurial culture. Therefore, it becomes important that efforts in the field of entrepreneurship education are directed towards providing society with an opportunity to acquire the aforementioned competences with the highest degree of educational efficiency (Valerio et al., 2014). Therefore, academics are increasingly calling for more determined action aimed at developing theories of entrepreneurship education (Davidsson et al., 2001; Haase & Lautenschlager 2011; Low & MacMillan 1988). The validity of this appeal is still relevant in 2022 and, although evidence for a well-articulated theory is still limited, the historical foundations of entrepreneurship education theory already exist.

Knowledge, the implementation of information and communication technologies (ICT) and innovations are considered to be the key factors of success that can ensure economic growth for individuals, companies even for whole countries. It is not different in the school environment. As well as in the economic sphere also in the school environment it is necessary to count with a minimal stability and certainty. The only thing that is certain in today’s world is permanent change. For successful existence in this turbulent environment it is very important to learn how to cope with changes and the quickly transforming world.