This study explored the influence of regime actors to shape the directionality of sustainability transitions. Sustainability transitions are not only limited to system design and development but an interaction of incumbent actors and path-dependent mechanisms.

This aim of this article is to examine several entrepreneurial education innovations (competency-based education as a disruptive innovation model and pedagogy in the HEIs) using a comprehensive systematic literature review (SLR).

This article sets out to the issues of gender marginalisation and entrepreneurial motivation is increasingly gaining interest in management, mainly to address social and gender exclusion.

Over the last decades, the importance of entrepreneurship activity as a core economic growth factor has been reiterated (e.g., GEM, 2017/2018; Opute et al., 2021; Schumpeter, 1911, 1934).

The Western model of enterprise and entrepreneurship education is frequently used as a template by many developing economies as an ideal state, of tried and trusted approaches that have stood the test of time.

This approach to the development of enterprises and entrepreneurship, originated in the ethnic group of communities in the Southeastern part of Nigeria, uses mimetic learning to instil in its participants’ knowledge and behaviours intended to create a lifelong approach and mindset to entrepreneurship development.