The Role of Entrepreneurs in Participatory Educational Management to Develop Learners into Creative Cultural Tourism Entrepreneurs Based on the BCG Economy Concept: Lessons from the Lower Northern World Heritage Sites

Abstract

The purposes of this research article were 1) to study the role, participation patterns, and action power of entrepreneurs as co-managers of area-based education to develop learners into creative cultural tourism entrepreneurs based on the bioeconomy-circular economy-green economy concept in the lower northern World Heritage sites; and 2) to synthesize the roles and propose guidelines for upgrading the role of entrepreneurs from business operators to co-managers of area-based education for the sustainable development of learners into creative cultural tourism entrepreneurs under the BCG economy framework. A mixed-methods research approach was used, utilizing the framework of participatory education, area-based learning, experiential learning, and learning ecosystems. Quantitative research collected data from 100 cultural tourism entrepreneurs using questionnaires with a content validity index of 0.67–1.00 and a reliability coefficient of 0.89. Data was analyzed using frequency and percentage. Qualitative research collected data from 30 key informants through in-depth interviews and focus group discussions. Data was analyzed using interpretive content analysis. The research findings revealed that 1) entrepreneurs played a crucial role in three aspects of area-based, namely being a source of experiential learning, a co-designer of spatially-based learning, and a role model for entrepreneurship based on the bioeconomy-circular economy-green economy concept. 80% learned entrepreneurship from external sources in an unsystematic manner, 77% experienced difficulties in developing their business potential, and 68% wanted to systematically link their learning with the education sector. This included participating in organizing learning activities, collaborating on curriculum development, and sharing professional experience with students; 2) guidelines for enhancing the role of entrepreneurship included developing collaborative mechanisms between educational institutions, communities, and government agencies; designing area-specific curricula; developing practical experience training systems; and creating a localized learning ecosystem. A new body of knowledge from the research was an integrated learning ecosystem model that explained the role of entrepreneurs as co-managers of area-based education to develop students into sustainable creative cultural tourism entrepreneurs.