Loso Judijanto, Rosdiana Arief Tang, Hubaenah Hubaenah

Literature Map on the Effect of Education on Entrepreneurial Intention at an Early Age: A Bibliometric Review

Introduction

Literature map on the effect of education on entrepreneurial intention at an early age: a bibliometric review. This bibliometric review maps global research on education's effect on early entrepreneurial intention, uncovering key themes and trends. Essential for educators & policymakers.

Abstract

The increasing emphasis on entrepreneurship education as a means to stimulate entrepreneurial intention from an early age has generated a significant body of academic literature across diverse disciplines. This study presents a bibliometric review aimed at mapping the intellectual structure, thematic evolution, and global research trends related to the effect of education on entrepreneurial intention among young learners. Using data retrieved from the Scopus database and analyzed via VOSviewer, a total of relevant publications from 2000 to 2025 were examined through co-authorship, country collaboration, and keyword co-occurrence analyses. The findings reveal that the research field is dominated by theoretical frameworks such as the Theory of Planned Behavior, with core contributions from scholars like Ajzen, Krueger, Liñán, and Fayolle. Central themes include entrepreneurial education, intention, mindset, and creativity, while recent studies increasingly address sustainability, social entrepreneurship, and curricular innovation. Geographical analysis shows strong contributions from Malaysia, China, the United States, and several European countries, with collaborative networks forming across regions. The temporal keyword overlay further highlights the transition from foundational behavioral research to applied and values-driven themes in recent years. Despite the field’s maturity, research gaps remain, including the lack of longitudinal data, limited cultural diversity, and minimal integration of informal or digital learning environments. This study provides valuable insights for researchers, educators, and policymakers seeking to advance the design and implementation of impactful entrepreneurship education programs aimed at nurturing future entrepreneurs from early developmental stages.

Review

This bibliometric review offers a timely and comprehensive mapping of the academic landscape concerning the effect of education on entrepreneurial intention at an early age. The study adeptly addresses the increasing emphasis on entrepreneurship education by systematically examining the intellectual structure, thematic evolution, and global research trends within this burgeoning field. Leveraging a robust methodology, the authors utilized data from the Scopus database, spanning from 2000 to 2025, and employed VOSviewer for detailed co-authorship, country collaboration, and keyword co-occurrence analyses. This rigorous approach provides a valuable macro-level understanding of a complex and multidisciplinary area. The findings significantly illuminate the theoretical underpinnings and key players shaping this research domain. The review effectively identifies the dominance of frameworks like the Theory of Planned Behavior and acknowledges the foundational contributions of scholars such as Ajzen, Krueger, Liñán, and Fayolle. Furthermore, it comprehensively details the thematic evolution, showcasing a progression from core concepts like entrepreneurial education, intention, mindset, and creativity, to more contemporary and applied themes including sustainability, social entrepreneurship, and curricular innovation. The geographical analysis also provides crucial insights into leading research countries—Malaysia, China, the United States, and several European nations—and highlights emerging collaborative networks, offering a clear picture of the global research footprint. While the study provides exceptional clarity on the field's current state and trajectory, it also thoughtfully identifies critical research gaps that warrant future attention. The highlighted needs for more longitudinal data, greater cultural diversity in studies, and the integration of informal or digital learning environments are particularly pertinent for advancing the practical efficacy of entrepreneurship education. These identified limitations serve as a constructive roadmap for future research, ensuring that subsequent studies can address these lacunae. Ultimately, this review delivers valuable and actionable insights for researchers seeking to explore new avenues, and for educators and policymakers aiming to design and implement more impactful, globally relevant entrepreneurship education programs for young learners.

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