There is a vast array of academic approaches to entrepreneurship. The increasing number of academic courses, faculties, and journals on entrepreneurship shows that this is a growing educational subject and scientific branch related to sustainable entrepreneurial practices [40]. Educational efforts to promote entrepreneurship now exist in educational institutions ranging from elementary school to the third cycle of study [41]. This widespread acceptance is fueled by the notion that entrepreneurship is an engine for the economic and social development [42].

To date, there is no single definition of entrepreneurship [4]. This heterogeneity is also reflected in research on entrepreneurship education, a discipline that spans several fields [4] and encompasses different definitions. On one side of the continuum stands European research, which is guided by a broader definition of entrepreneurship, according to which, entrepreneurship is about the personal development of an entrepreneurial mindset and of life skills [7]. On the other side of the continuum stands North American research, which is oriented toward a narrower definition of entrepreneurship that only embraces business creation [22]. Considering these different perspectives, the term “entrepreneurship education” was used in this paper in a broader sense [24].

Also, current research on entrepreneurship education is moving away from the narrow startup perspective [41], which focuses on a target group of students interested in entrepreneurial careers [7], to a broader perspective that targets all students to foster their entrepreneurial skills, regardless of the type of their future employment (self-employment or employment by others) [41]. In the context of the broader entrepreneurial perspective, entrepreneurial education is not limited to business programs and can be integrated across a curriculum [7].

Furthermore, pedagogy in entrepreneurial education, like pedagogy in general, has evolved from traditional teacher-directed instructional approaches to learner-centered, constructivist approaches [22]. According to some works in the literature, today, pedagogy in entrepreneurial education research is mainly influenced by six theories and approaches: constructivist philosophy of education [22], experiential learning theory [35], situated learning [22], action learning [35], and problem-based learning [15]. Consequently, the theoretical framework of modern entrepreneurial education is experiential. The use of these modern experiential approaches enables the promotion of learners’ innovativeness and creativity [35], whereas empirical findings on entrepreneurial education also depend on the age and gender of the learners [43].

The content of entrepreneurship education has therefore evolved from learning about entrepreneurship to learning in or through the experience of entrepreneurship [22,23,35]. Traditional entrepreneurship education content related to the different stages of the entrepreneurial process ranges from developing ideas or discovering opportunities to writing business plans, to starting a business and managing the associated activities [44], whilst the current methodological contributions to the design of entrepreneurial education include, for example, effectuation [3] or startup processes [22]. Moreover, the global homogeneity of the methods used, such as business models [1,13,32] and startup pitches [44], has been referred to as a trivialization of entrepreneurship education and criticized as a lack of variation, considering aspects such as gender or cultural background [43].

Current research on entrepreneurship education increasingly focuses not only on the individual but also on the environment and on the individual’s interaction with it [15,40,42]. In the current context of successive crises (e.g., the pandemic), the question of the ethical responsibility of entrepreneurs and entrepreneurial education [35] is gaining significance. Several streams of literature have emerged in this regard.

First, several problem-solving case studies were developed to identify the driving factors for developing a sustainability-focused entrepreneurial intent and to promote the adoption of sustainable practices by entrepreneurs [40] and to identify the characteristics of a social entrepreneur and to determine the leadership skills needed by a social entrepreneur during the life cycle of a social enterprise, while developing insights to examine the unique challenges in the startup phase of a social enterprise and to improve the understanding of the interrelationship between mission focus and challenges in achieving financial sustainability [22]. Students are introduced to the key characteristics of social entrepreneurship through case studies that allow them to move from understanding and applying entrepreneurship to exploring how it works, gaining insights into the complexities of working in a complex environment [27]. Business models of innovation for sustainability are also introduced, which expand the value proposition to include social, environmental, and multi-stakeholder partnerships in times of crisis, expecting students to analyze concepts through multiple lenses [1]. Entrepreneurship education can therefore contribute to social and economic prosperity by supporting the building of new skills, which requires a shift from teaching as explaining to teaching as doing, from imparting knowledge to building knowledge, from teacher-centered to learner-centered learning, and from didactic instruction to project- and problem-based learning in authentic scientific, social, and technological contexts [15].

Second, active innovation methods, such as the use of the aforementioned case studies and design thinking, enable the formulation of different alternative business models, for instance, bottled water, while simultaneously achieving financial outcomes and good environmental and social outcomes, which is in line with the ultimate purpose of the business, combined with the concepts of sustainability, entrepreneurship, and innovative education [22]. Moreover, by emphasizing sustainability, ethics, and social entrepreneurship in education through both experiential learning and cross-national student collaboration, students are encouraged to address social and environmental issues in complex business situations [35], shifting from the traditional for-profit perspective to sustainable entrepreneurship. This allows the incorporation of sustainability into academic curricula and consulting activities [24], which triggers a wide-open systemic thinking that is particularly fruitful for students for developing their complex problem-solving skills, thereby strengthening management education [18]. Lastly, children’s education becomes also invigorated by field experimenting, while participating in entrepreneurship education programs and finding that monetary rewards are associated with sustainable behaviors [45].

Third, the institutional design of business courses enables students to shape skills and help students develop a sense of self-efficacy, convincing them that they can make a difference through entrepreneurship, while enabling them to understand that business can be a way to practice collaborative innovation [34]. Including the topic of sustainability in the entrepreneurship curricula, allows us to keep in mind that entrepreneurs can help solve sustainability problems [7]. Likewise, the curricula should include economic, social, and environmental sustainability for the community to demonstrate the importance of an entrepreneurial mindset, while integrating multidisciplinary knowledge. Developing relevant entrepreneurship modules in the education ecosystem focused on soft skills addresses the challenges for both educators and policymakers [41]. Furthermore, design thinking principles are particularly useful for educators to facilitate student learning in the development of social ventures, i.e., innovation, impact, and sustainability [21].

Fourth, it is paramount to promote a sustainable entrepreneurial vision by incorporating new values in teaching/learning from potential entrepreneurs. Once the idea to create a for-profit, non-profit, or hybrid organization is born, it is crucial to include respect for the environment and social problems [23]. In this way, social entrepreneurship, the need for social enterprise management, the interplay with governance decisions, and the application of theory-based frameworks to make optimal decisions are enhanced [33]. Moreover, the diversity of the social contexts will enrich the individual experiences related to sustainability, in which SEE is proposed as a whole-society response through participatory sustainability [42] from either nascent entrepreneurs or established entrepreneurs [20].

Fifth, those teaching methods should be tested in different contexts, for instance, combining the interplay between the constructs of innovation, environmental sustainability, and entrepreneurship, by students of higher educational institutions in developing countries. It is commonly accepted that teaching innovation is key to promoting entrepreneurship among college students [28], either by incorporating innovation into real-life business constraints, or by an understanding of the informal trade-offs involved [45,46]. Moreover, such innovation can be disseminated through communities of practice, as SEE can positively impact the behaviors and practices of sustainability educators, turning them into agents of collaboration and interaction [17].

Finally, to over-enhance sustainability, some authors suggest adopting key strategies from technology companies that could be replicated at the college level. For instance, continued investment in faculty development that might lead to a culture of entrepreneurship [11], entrepreneurial leadership in tech startups [11,44], startup’s matrix of strengths, weaknesses, threats, and resulting opportunities, a competitive advantage through the application of Porter’s five forces model, and target market analysis using segmentation, targeting, and positioning principles [4].

In sum, in terms of education, an integrated interdisciplinary tool is required to develop an active, responsible, and at the same time sustainable, citizen orientation in the educational system [12], although large gaps remain in skills and knowledge related to ethics and creative problem solving [26]. Sustainable entrepreneurship education should combine distinct learning approaches, pedagogical methods, and teaching tools for sustainable entrepreneurship education that would enable students to act entrepreneurially in a sustainable way [47].

These days, it is clear that higher economic prosperity and lower pollution are associated with innovation, underscoring the importance of innovation for sustainability. Some of the literature papers highlight the positive impact of demographic trends on pollution reduction and economic expansion toward sustainable development, while emphasizing the need for all people to contribute to economic prosperity and to actively participate in countries’ environmental plans [9]. These studies thus address the interplay of innovation with education for sustainable entrepreneurship in a variety of areas, from smart cities, entrepreneurial skills, and behaviors, for instance, to a knowledge society, socioeconomic ecosystems, and innovative educational frameworks.

First, some studies address education on smart cities by summarizing the different essential dimensions in different educational programs, projects, and initiatives that cities around the world have implemented, focusing on varying issues that range from sustainable social innovation to economic growth, environmental protection, quality of life, participatory governance, community development, urban mobility, and tourism services [48].

Second, in the vein of smart cities, the triple helix of interactions between academia, industry, and government has been widened beyond cities, underscoring the enhanced role of academia in the transition from an industrial to an innovative entrepreneurial society as a whole, through a model that is at once analytical and normative, theoretical and practical, whilst incorporating diverse social concepts, e.g., Schumpeter’s organizational entrepreneurship and social networks, into its framework [14]. Therefore, an attempt has been made to develop innovation-oriented courses that integrate these elements of sustainability into an innovation-driven ecosystem, while promoting a roadmap for an innovative and sustainable society [49].

Third, the literature also explores the impact of causal and effective behaviors on the sustainability orientation of established companies, as, if it negatively impacts sustainability orientation, it could affect as well a company’s ability to create sustainability value. Effective behaviors could thus encourage sustainable entrepreneurs/educators to contend that those behaviors are key elements of sustainable entrepreneurship education [3]. Likewise, it is appropriate for students to reflect on their entrepreneurial attitudes, such as whether they possess the ‘empathy’ associated with green entrepreneurship or, conversely, whether they need to develop it through entrepreneurial education [50].

Fourth, to support those behaviors, innovation is needed in terms of new methods related to online and offline education, which can be achieved through new sustainable solutions for faculty and students in the markets and the presentation of innovative combinations of digital artifacts and infrastructures [51]. Innovative combinations related to accounting and sustainability, for instance, can also be achieved to bring about sustainable change both in business and in academia [44,52]. For example, improving owner/manager education and training would impact the integration of accounting practices in an innovative and sustainable strategy for SMEs, along with technology adoption [8,53].

Finally, transformative enterprise education (TrEE) is proposed to better enable students to produce ethical change and to improve innovative teaching and learning. It emphasizes the time needed to challenge the prevailing ideas while creating room for experimentation. Additionally, it places entrepreneurship in a broader context through collaborative learning among students, teachers, entrepreneurs, and various other stakeholders [10]. As a result, innovative solutions will lead to an innovative framework for higher education institutions to become competitive by developing their products and services while providing high value to their customers [25]. Ensuing entrepreneurs and correspondent startups will present innovative technological, learning, and development capabilities and, as a result, will pursue as well sustainable development with innovative competitive advantage.

The key issues of sustainable entrepreneurship education are fundamental issues for sustainable development at the local and global levels. In turn, the 17 SDGs relevant to sustainable development were grouped by UNESCO into four key areas: climate change, sustainable consumption and production, biodiversity, and disaster risk reduction [2]. Almost all students in OECD member countries attend schools where these and other issues such as pollution and environmental degradation are part of the curriculum [29]. The Sustainable Development Goals (SDGs) include a total of 169 interrelated environmental, social, and economic goals that address sustainability concerns such as natural resource depletion, pollution, and social injustice. Entrepreneurship and Sustainable Development have now been included in Goal 4, “Quality Education”, which is considered an essential element to achieve all goals [16]. The importance of entrepreneurship education addressing climate change or the reduction of inequalities, while contributing to the implementation of the SDGs, is therefore internationally recognized [2].

Subsequently, the literature on sustainable entrepreneurial education (SEE) has focused on three areas: teaching and learning methods and approaches used in tertiary education for sustainable entrepreneurship, the extent to which entrepreneurship education research is focused on the international SDGs, and the structure of ongoing research in the academic field of SEE. In this regard, the extent to which entrepreneurial education research addresses multiple SDGs, such as responsible consumption and production, is key. In this case, the entrepreneurial education impact has been hindered, for example, by unemployment, a critical condition to the overcoming of the cycle of poverty, the unavailability of entrepreneurial education, the lack of experiential teaching and learning approaches, or the limited use of educational technology [16].

First, SDGs in Africa and developing countries is an emerging field of study that is divided into two areas of SDG promotion: (1) business growth, entrepreneurship, and poverty alleviation, (2) renewable energy, tourism, and ICT [2]. These studies also focus primarily on new, necessary measures of environmental and social thinking towards creative and innovative solutions needed to achieve the SDGs (UN), global trends in addressing social and environmental problems through SDG projects (UN), and examining these projects for ‘innovation’ and scalability [29]

Second, another stream of the literature on what constitutes a “social purpose” reflects on the 17 SDGs, the global social entrepreneurship and social innovation movement, ensuing impacts, and indigenous wisdom to develop an improved version of the course content. Also, the issues of social responsibility, social innovation, and social entrepreneurship are emphasized [35]. Such a stream of the literature enhances the need to expand collaborative networks between countries and institutions, regarding entrepreneurship and sustainability. At the same time, guidelines for teaching business and management concerning the SDGs are proposed, particularly for college–business relations, job creation, and entrepreneurship, while considering the impact of universities on society. This highlights the role that higher education and business education play in achieving the SDGs by mobilizing their leaders, professors, and students through integrated participation [16].

Third, some of the studies in the literature aim to gain insights into the extent to which entrepreneurs are committed to the United Nations (UN) SDGs by analyzing the core values of entrepreneurs, comparing them to the UN values, showing that entrepreneurs are committed to sustainability and that the values of education and health are paramount [14]. Similarly, they explore the extent to which the current wave of entrepreneurship can contribute to achieving the SDGs, showing that improving life expectancy and reducing inequality have influenced entrepreneurial outcomes. It is also shown that higher education promotes income rather than innovation, while investment in research and development promotes entrepreneurship [20].

In summary, these studies examining the entrepreneurial behaviors of sustainable entrepreneurs underscore the importance of early exposure to the United Nations Sustainable Development Goals (SDGs), the positive role of an entrepreneurial education program, and the critical role of a supportive entrepreneurial ecosystem that includes diverse and engaged students as well as supportive faculty and mentors committed to meeting the SDGs [21].

Despite the universal characteristics of the SDGs, the entrepreneurship environment varies with the context, whereas each context has its idiosyncrasies. In disadvantaged contexts, the interest in concepts such as social entrepreneurship (SE), which is increasingly part of entrepreneurship education, is mounting [21,54]. Likewise, social entrepreneurship is a factor of innovation and change that drives human development [5], which makes it a central issue for different strands of the literature that address the context of social entrepreneurship in different ways.

First, some of the studies conclude that entrepreneurship has failed to address the social sustainability issue because its focus is on “making as much money as possible” and because it fails to recognize that the planet is a system. The successful solution should integrate the traditional approaches to entrepreneurship to create a triple-bottom-line sustainable business model that balances profit, planet, and people [13]. This approach should also be tested through education and training in different environments [13].

Second, the literature suggests that there are three main categories of drivers for entrepreneurial action, i.e., economic incentives, personal motivations, and institutional context, with a positive relationship between sustainability orientation and entrepreneurial action that decreases as the participants gain more entrepreneurial education. This suggests the need to reflect on the social environment when studying sustainable entrepreneurship [12,55]. Concerning green entrepreneurship, for example, the two moderating roles of collectivism and altruism are studied in the distinct contexts of developing countries [40].

Third, other studies overstate the challenges posed by diverse contexts, especially the varying marketing challenges faced by incubators in some countries. Identifying and highlighting the potential disadvantages for ‘incubators” can help them succeed or face competitive challenges once they leave their education programs. Some of the required skills are explored, i.e., strategic marketing intelligence, to overcome the business challenges and remain sustainable [46].

Fourth, part of the literature focuses on specific learning contexts of human and social capital that influence students’ entrepreneurial attitude (EA), while the establishment of academic college teams, groups, networks, and associations could foster opportunities to develop networking between students and entrepreneurs [5]. Equally, the relevance of various CEO context characteristics, such as age and tenure, are explored as important elements influencing leaders in sustainable business models [43]. Also, the context interplay between entrepreneurial education and family business impacts the ensuing competitive advantages [18].

In summary, both the sustainability perspective and the economic–cultural mediations determine potential factors for a model to promote entrepreneurship, in the light of the social economy and a territorial approach [12]. It is therefore crucial to develop the entrepreneurial skills demanded by the labor market through the education offered by universities and thus improve training and increase employment opportunities in a given context [30].

The circular economy can be seen as key to a new approach to improving the sustainability of entrepreneurship. Three factors, which are closely related, can significantly influence the development of a new circular enterprise [30,56,57,58].

First, there is principally a purpose-driven motivation for the circular economy as a solution, which should focus on the environmental education of various market players, through the achievement of entrepreneurial education and experience [56]. Enhancing social and environmental issues through a variety of educational opportunities enables the concerned players to highlight and develop effective solutions [31,45,59].

Second, it is central to enhance social and environmental problems, while emphasizing existing policies related to entrepreneurship and ensuing entrepreneurial skills, so to develop an entrepreneurial mindset. This, therefore, will maximize the impact of entrepreneurship on society, the environment, and the circular economy [48,60,61].

Third, it is paramount to understand the purpose of innovation concerning business in terms of circular economy, along with offering incentives that could comprise, for example, monetary rewards linked to sustainable outcome measures, to encourage sustainable behavior [60]. Some even suggest a research agenda to identify the incentives for a circular economy in terms of better educated and employed people in a more decentralized production system, able to optimize the full potential of a circular economy [62,63,64].

Finally, the CE should create a more sustainable model, thus promoting sustainable entrepreneurial behavior that could be disseminated through education programs focused, for example, on the circular economy business model, green supply chain management, technology entrepreneurship and innovation, and public policies and institutional frameworks [65].