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Quantitative career-option data were gathered via a Google form from 113 respondents, complemented by focus group discussions with 40 students to capture in-depth perceptions. 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O. Box 360296 , Kafue, Zambia.  \nReceived 28 March, 2025; Accepted 22 May, 2025  \nThe central question of the study was “What are Zambian secondary school students’ perceptions of entrepreneurship and career options?” Quantitative data were collected using a Google form to collect students’ career options from 113 secondary school respondents and focus group discussions involving 40 students were used to determine in-depth students’ perceptions concerning the concept of entrepreneurship and students’ likelihood of considering entrepreneurship as a career option. In addition to stating their career preferences, students made some suggestions regarding how future curriculum reforms could make schooling more effective in preparing students for their future as formal sector employees or as self-employed entrepreneurs.  \nKey words: Entrepreneurship education, career options, students’ voice, self-employment, curriculum reform, technical education and vocational training.  \nINTRODUCTION  \nIt is a ticking bomb waiting to explode. That is how some have described the problem of youth unemployment in sub-Saharan Africa (Ighobor, 2013) . Although the African continent has in recent years experienced a remarkable economic growth rate, the population of unemployed youth is far greater than the number of jobs available (Baah-Boateng, 2016; Betcherman and Khan, 2018; Sumberg et al. , 2021) .  \nInformed by the human capital theory (Becker, 2009; Strober, 1990), over the years, some African countries have looked to education for solutions to the problem of youth unemployment (Arthur-Holmes and Yeboah, 2025; Godia, 1987; Lebakeng and Matebese-Notshulwana, 2024; Nieuwenhuis, 2012; Onsomu and Munga, 2012;  \nZikhali and Matsiliza, 2024) . The belief is that education holds the answer to the problem of youth unemployment and the attendant issues such as economic doldrums. Following that route, the nation of Zambia is about to rollout a revised curriculum framework which is premisedon the hope that education “will enhance the acquisition of knowledge, skills, positive attitudes and values necessary for the sustainable development of the nation”(Ministry of Education, 2023:2) .  \nOne of the innovations in Zambia’s new curriculum is the incorporation of Entrepreneurship Education (EE) into the curriculum. The incorporation of EE into the curriculum is a contribution to solutions to the problems of social inequality, poverty, unemployment, and  \n*[Corresponding author. E-mail:](Corresponding author. E-mail: mjoseph7@vt.edu. Tel:)[ ](Corresponding author. E-mail: mjoseph7@vt.edu. Tel:)[mjoseph7@vt.edu](Corresponding author. E-mail: mjoseph7@vt.edu. Tel:)[. Tel:](Corresponding author. E-mail: mjoseph7@vt.edu. Tel:) +1 540 391 1902.  \nAuthor(s) agree that this article remain permanently open access under the terms of the Creative Commons Attribution License 4.0 International License  \n76 Educ. Res. Rev.  \nunderemployment.  \nThe new curriculum document gives the following justification for incorporation of EE into the curriculum:  \nEntrepreneurship Education is aimed at empowering learners with knowledge, skills and positive attitudes that will help them to identify business opportunities create jobs by starting their own businesses for se","cbCaijSTRweMF0m0","https://ap.wps.com/l/cbCaijSTRweMF0m0","pdf",337513,11,"English","# Introduction\n## Youth unemployment and education as a solution\n## Entrepreneurship education integration in Zambia’s curriculum\n## Stakeholder consultation and the role of students\n# Study purpose and approach","[{\"question\":\"What is the central research question of the study?\",\"answer\":\"The study centers on Zambian secondary school students’ perceptions of entrepreneurship and career options.\"},{\"question\":\"How were students’ data collected for the study?\",\"answer\":\"Quantitative career-option information came from a Google form (113 secondary school students), and focus group discussions involved 40 students for deeper perceptions.\"},{\"question\":\"What kinds of suggestions did students provide beyond stating career preferences?\",\"answer\":\"Students offered recommendations on how future curriculum reforms could make schooling more effective for both formal-sector employment and self-employed entrepreneurship.\"}]","Secondary school students’ perceptions of entrepreneurship education and career options in Zambia | PDF",1792032163,28]