From theory to practice: the phenomenon of teaching entrepreneurship in EdTech
DOI:
https://doi.org/10.26565/2786-4995-2026-3-14Keywords:
teaching entrepreneurship, EdTech, academic entrepreneurship, online education, educational technology, digital transformationAbstract
University professors and instructors are increasingly transitioning from traditional academic roles into educational technology entrepreneurship, fundamentally reshaping how knowledge is created, packaged, and delivered.
Problem statement. Despite the growing scale of this phenomenon, the mechanisms driving the transition from academic to entrepreneurial activity remain insufficiently systematized, and the key competencies required for sustainable EdTech entrepreneurship lack a coherent conceptual framework.
Unresolved aspects of the problem. Critical gaps persist regarding the long-term sustainability of EdTech business models, the ethical tensions between academic values and commercialization, and the structural inequalities that constrain access to entrepreneurial pathways for teachers from underrepresented groups or less affluent regions.
Purpose of the article. This study aims to analyze the socioeconomic and technological prerequisites underpinning the emergence of teaching entrepreneurship, to define the characteristic profile of the entrepreneurial educator, and to systematize the principal business models and developmental stages of EdTech projects.
Presentation of the main material. The research identifies a convergence of factors — academic career precarity, pandemic-driven digitalization, growing demand for quality continuing education, and accessible EdTech tooling — that collectively catalyze the formation of a new teacher profile integrating pedagogical expertise with entrepreneurial competencies. Three primary business models are examined: online courses and platforms, educational SaaS products, and corporate consulting, alongside hybrid academic-entrepreneurial arrangements. Key implementation stages — problem identification, MVP development, monetization, and promotion — are described with reference to current market data.
Conclusions. Teaching entrepreneurship represents a structural transformation of the education industry rather than a passing trend. Its development is catalyzing systemic changes in higher education institutions and accelerating the adoption of AI-driven, micro-learning approaches. The findings offer a practical guide for educators considering the EdTech transition and a conceptual contribution to understanding the evolving academic-entrepreneurial interface.
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