Design and Development a Role-Playing Entrepreneurship Learning Module for High School Students in Shandong, China

Entrepreneurship education is increasingly important as it aims to enhance students’ entrepreneurial competencies as well as their critical thinking, creativity, leadership, teamwork, and problem-solving skills. Conventional classroom-based entrepreneurship education, however, often fails to give students the opportunity to put their entrepreneurial knowledge into practice while they are still in high school. This study aimed to design and validate a Role-Playing Entrepreneurship Learning Module (RPB-ELM) for high school students in Shandong, China. The study employed Phase 2- Design and Development Phase in Design and Development Research (DDR) approach employing quantitative expert-validation by means of a two-round Delphi study. In total, 30 experts from the fields of entrepreneurship education, role-playing and experiential learning, instructional design and high school education were validated in the study’s evaluation. The RPB-ELM comprises six units: entrepreneurial concepts and mindset; business opportunity identification and market research; business model development and planning; financial literacy and resource management; marketing, branding, and customer acquisition; and leadership, teamwork, and problem-solving. The evaluation criteria comprised four key dimensions: Content Validity; Instructional Design and Pedagogy; Usability and Feasibility; and Effectiveness and Impact. In terms of level of agreement between the panel of experts for the four dimensions, there was an increase in the level of agreement between Round 1 and Round 2 evaluations for all four key dimensions. In particular, the level of agreement for the RPB-ELM in terms of Content Validity was (100.0%) that all experts were in agreement, followed by Effectiveness and Impact (97.3%), Instructional Design and Pedagogy (95.3%), and Usability and Feasibility (93.3%). There was, however, a need for further refinement of two items, namely scenario realism and workload manageability, both of which received (76.7%) agreement. The findings indicated that the RPB-ELM has strong content validity, appropriate instructional design, is of practical feasibility, and has great potential for supporting entrepreneurship learning.