When Entrepreneurship Becomes a Comic Book: Integrating Project-Based Learning with Storytelling
DOI:
https://doi.org/10.5281/zenodo.22068791Keywords:
Entrepreneurship , Project-Based Learning , Storytelling , Design Science ResearchAbstract
The objective of this study is to design and evaluate the integration of Project-Based Learning (PBL) with comic book storytelling as a pedagogical tool high school education, with the purpose of developing entrepreneurial competencies, increasing student engagement, and connecting school content to real value creation through consolidated learning experiences. The report presents the main concepts and theories that support the study, highlighting Entrepreneurship Education, Project-Based Learning (ABP), Digital and Visual Narratives, and the methodological paradigm of Design Science Research, which together provide a solid foundation for understanding the context of application. The methodological approach follows a DSR framework, in which a pedagogical digital learning trail was designed and implemented with high school students, involving the creation of comics and investigative activities to support entrepreneurial learning. Data collection includes direct observations, analysis of students’ narrative productions (comic stories), reflective records, and formative feedback generated throughout the PBL stages. Expected results indicate increased engagement, strengthened youth protagonism, deeper understanding of value creation, and the development of entrepreneurial competencies. The practical implications of this study offer insights into how these results may inform and shape practices in the field of Entrepreneurship Education, including pedagogical innovation, the development of replicable artifacts, and the implementation of PBL practices aligned with the BNCC. This study is expected to contribute to the literature by innovatively integrating PBL, visual narratives, and DSR into a theoretically grounded and replicable educational artifact. Its relevance is evidenced by demonstrating how narrative-based practices can transform entrepreneurship education, making it more meaningful, engaging, and aligned with contemporary demands of public schooling.
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