Adapting EntreComp for Neurodiverse Youth: Pedagogical and Cognitive Innovations in the EntrEUth Starter Pack

Abstract

Entrepreneurship education is increasingly conceptualized as a complex, multidimensional learning process shaped by cognitive, affective, and social dynamics rather than exclusively by economic rationality. Yet despite decades of research into entrepreneurial learning, young people with Specific Learning Disorders continue to encounter structural barriers in accessing competence-based educational resources that align with their cognitive profiles. The EntrEUth project (2023-2-EL02-KA220-YOU-000178333) intervenes in this pedagogical gap by designing an entrepreneurship learning pathway grounded in accessibility, cognitive diversity, and experience-based methodologies. This paper examines the work carried out within the EntrEUth Work Package 3 (EntrEUth Starter Pack) as an innovative pedagogical model adapting the EntreComp framework to the needs of SLD learners. The analysis demonstrates that WP3 functions both as a translational bridge between a theoretical competence framework and cognitively accessible learning experiences, and as an exemplar of inclusive entrepreneurship pedagogy that foregrounds neurodiverse learners’ strengths, offering a replicable model for accessible competence-oriented instructional design.