ASSESSMENT OF SATISFACTION WITH ENTREPRENEURIAL EDUCATION AMONG GENERATION ALPHA

Purpose: The study aims to examine student satisfaction with entrepreneurial education among Generation Alpha in Poland. It seeks to identify strengths, gaps, and unmet needs within current educational practices and to formulate evidence-based recommendations for improving the quality, relevance, and inclusiveness of early-stage entrepreneurial education. Design/methodology/approach: The study employed a structured questionnaire survey among 252 students aged 7-12, using a simplified, gamified format tailored to their developmental stage. The data were analyzed using three complementary tools: the Student Satisfaction Index, Importance-Performance Analysis, and Importance-Satisfaction Gap. This integrated methodological design enabled the quantification of satisfaction levels, prioritization of improvement areas, and precise diagnostic insight into perceived educational quality from the learner’s perspective. Findings: The study found that while students assign high importance to entrepreneurial skills, their satisfaction with practical implementation – particularly in areas such as financial literacy, project execution, and school-based initiatives – remains comparatively low. Socio demographic analysis revealed that students from rural areas and those aware of their parents’ entrepreneurial background reported higher levels of satisfaction. The application of a combined framework integrating structured satisfaction metrics, performance prioritization, and gap analysis was effective in identifying latent discrepancies not captured by conventional assessment methods. Research limitations/implications: The study is limited to a single region in Poland, restricting the generalizability of findings to other socio-cultural contexts. Additionally, the exclusive use of quantitative methods limits the depth of interpretive analysis. Practical implications: The findings support the need for more practice-oriented, context sensitive, and personalized pedagogical strategies. Recommendations include strengthening financial and managerial competencies in everyday learning, clarifying the practical value of civic elements, and tailoring content to reflect students’ socio-demographic backgrounds. Social implications: By enhancing the design and delivery of entrepreneurial education at earlier stages, the study contributes to equipping Generation Alpha with essential 21st-century skills, including initiative, responsibility, and problem-solving. Originality/value: This paper is among the first to apply a structured and multi-dimensional evaluation framework that integrates satisfaction measurement, performance analysis, and diagnostic gap identification to assess entrepreneurial education among Generation Alpha.