Gendered pathways to personal and professional development through entrepreneurship education for persons with disabilities

Purpose This study explores how entrepreneurship education (EE) can be structured to support the personal and professional development of people with disabilities (PWDs), with a focus on gender-specific pathways. It examines how men and women with disabilities adopt different approaches to entrepreneurship and how EE can be designed to foster their emancipation. The study also considers how principles such as responsibility, systemic thinking and democratic participation can be embedded within EE to create more inclusive and effective learning environments, addressing both gender nuances and systemic barriers faced by PWDs in entrepreneurial settings. Design/methodology/approach This study adopted a qualitative research design, drawing on nine in-depth interviews with male and female PWDs in Ireland who participated in a tailored entrepreneurship education (EE) programme. Through their personal accounts, the study explored how gender influences entrepreneurial behaviour among PWDs. Additionally, a secondary review of global and national EE initiatives for PWDs was conducted to identify key trends, gaps and opportunities for improvement. Emancipation theory underpins the study, offering a framework to understand how customised EE can help dismantle societal and structural barriers, promoting inclusion, autonomy and economic participation for PWDs. Findings The findings reveal that tailored entrepreneurship education (EE) programmes significantly enhance the confidence, employability and entrepreneurial engagement of PWDs. Gendered patterns were evident, with men favouring strategic, risk-taking approaches, while women adopted more methodical pathways, often influenced by caregiving roles. However, ongoing barriers such as limited access to capital, weak support networks and social stigma continue to restrict the full entrepreneurial potential of PWDs. Participants highlighted the need for inclusive curricula that address diverse abilities, alongside sustained mentorship and targeted financial support to advance inclusive and accessible entrepreneurship opportunities. Research limitations/implications To effectively support the emancipation of PWDs, entrepreneurship education (EE) must move beyond standardised models towards more adaptive and inclusive approaches. Programmes should embed responsible practices that address the specific challenges faced by PWDs, while fostering ethical awareness and social responsibility. Systemic thinking is essential, equipping learners to navigate complex environments through collaboration across disciplines. Furthermore, democratic approaches must ensure that PWDs not only access entrepreneurial opportunities but also actively co-create their learning experiences, fostering equity in leadership and innovation. It is equally important to ensure gender-balanced representation among role models, guest speakers, case studies and examples. Originality/value This research contributes to the growing discourse on democratising entrepreneurship education by highlighting the entrepreneurial potential of PWDs and the gendered pathways they take. By situating tailored EE within the broader concepts of responsibility, systemic thinking and emancipation, the paper offers fresh perspectives regarding how EE can better serve PWDs. The study advocates for inclusive, participatory models that empower PWDs to challenge societal constraints and take on leadership roles within the entrepreneurial ecosystem.