Co-Designing an Inclusive and AI-Informed Incubator Curriculum: A Service Design Study in European Entrepreneurship Education
Reinhard, Julia (2025)
2025
Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:amk-2025121837891
https://urn.fi/URN:NBN:fi:amk-2025121837891
Tiivistelmä
This thesis examines how co-creative methodologies can support more inclusive and AI-informed entrepreneurship education in higher education. It is based on the Erasmus+ CURATE project (2023–2026), in which five European universities codevelop an incubator curriculum aimed at improving access for international and migrant students. The development task contributed to the project’s early design phase and to a model that combines entrepreneurship and AI in an inclusive, interdisciplinary way.
Guided by the Double Diamond framework, the study applies a service design and co-creation approach and draws on literature on service design, co-creation, and entrepreneurship education, with emphasis on inclusion and AI integration. Methods included curriculum reviews, stakeholder surveys, interviews, and co-design workshops.
Findings indicate that entrepreneurship education is often fragmented and difficult for diverse learners to access, while AI competences remain siloed in technical fields.
Participants stressed the need for integrated, flexible curricula that link entrepreneurial competences with digital and AI skills and reduce barriers such as language, confidence, and limited networks. The codesign process informed a conceptual curriculum model focused on inclusive participation, flexible support, and stronger ecosystem connections.
The thesis demonstrates that cocreative, designled methods offer practical tools for developing more inclusive, digitally relevant, and adaptable incubator curricula.
Guided by the Double Diamond framework, the study applies a service design and co-creation approach and draws on literature on service design, co-creation, and entrepreneurship education, with emphasis on inclusion and AI integration. Methods included curriculum reviews, stakeholder surveys, interviews, and co-design workshops.
Findings indicate that entrepreneurship education is often fragmented and difficult for diverse learners to access, while AI competences remain siloed in technical fields.
Participants stressed the need for integrated, flexible curricula that link entrepreneurial competences with digital and AI skills and reduce barriers such as language, confidence, and limited networks. The codesign process informed a conceptual curriculum model focused on inclusive participation, flexible support, and stronger ecosystem connections.
The thesis demonstrates that cocreative, designled methods offer practical tools for developing more inclusive, digitally relevant, and adaptable incubator curricula.