Integrating Reading into Entrepreneurship Education: Challenges, Social Influences and Strategies for Nigerian Secondary Schools

Abstract

The thrust of this paper is to highlight entrepreneurship education vis-à-vis the crucial roles it plays in equipping students with the skills necessary for economic self-sufficiency. Its integration into reading in Nigerian secondary schools presents several challenges, including curriculum development, resource constraints, teacher expertise and digital literacy. This study explores these challenges while examining the societal influences from such sources as family, schools, peers, media and community organisations on entrepreneurial literacy. By fostering a reading culture within entrepreneurship education, students can develop critical thinking, problem-solving skills and business acumen. The study therefore highlights instructional strategies such as guided reading and shared reading, peer-assisted learning and collaborative activities, among several other strategies that are strategies adopted by many other countries of the world for overcoming barriers. These include professional development for teachers, improved access to resources and collaboration among stakeholders. The study is thus able to provide actionable strategies for addressing Nigeria’s high youth unemployment rate through education. By equipping students with both literacy and entrepreneurial skills, it aligns with national and global objectives for sustainable development, particularly in fostering innovation and economic self-reliance. The study concludes with recommendations for policy reforms, enhanced curriculum design and structured assessment frameworks to ensure successful implementation of reading-based entrepreneurship education in Nigeria.