Abstract:

This article aims to present how problem-based learning methodology (PBL) can be an approach to promote critical thinking in higher education students within the context of entrepreneurship education. PBL was applied to promote intergenerational collaboration to leverage the creation of their own business. From the literature review, it was possible to infer that senior entrepreneurship has become a current subject. Due to the economic crisis and the new skills that the industry is asking of the labour market, forced business to reorganise and invest in technology, senior unemployment has grown. The problem of business creation, more than a necessity, should be a market opportunity responding to a market need, offering innovative products or services and business sustainability. In entrepreneurship education, problem-based learning methodology integrates creativity and knowledge application and development and, therefore, can be a path to promote critical thinking since it implies those types of skills growth. In our study, university students were challenged to reflect on how intergeneration could work in a business creation project. As a result, it was possible to identify the main areas that are fundamental for the success of the networking and collaboration pretended between different generations of entrepreneurs. The results generally support that PBL promotes active learning and a multi‐solution approach, evidencing many similar characteristics such as the interdisciplinary and "learning‐by‐doing" approach of entrepreneurship education. Here PBL proved to be a methodology capable of contributing to finding common ground between different generations, promoting communication and leadership capabilities.

Keywords:

Problem-based learning; Critical Thinking; Entrepreneurship Education; Senior Entrepreneurship; Intergenerationally.