The Future of Education

Entrepreneurial skills are gaining prominence in higher education (Demirbatir, 2021), extending beyond the business domain to diverse fields such as music education. Music teachers, in particular, are diversifying their income streams through online courses, private studios, and music-related projects. This evolution underscores the importance of aligning music education curricula with the changing needs of stakeholders. It reflects the dynamic nature of education and the integration of entrepreneurial thinking. Shaping the next wave of music teachers required instilling entrepreneurial competency. The incorporation of Project-based Learning (PBL), an educational approach accentuating hands-on experiences and community engagement, is instrumental in fostering entrepreneurial competency (Academic Senate Meeting, 2017; Carter, 2016). The EdTRE model emerges as a distinctive educational framework centered on project-based learning, designed to cultivate the skills and knowledge essential for the upcoming generation of music teachers. This model progresses through four distinct phases. The first phase, Ed (Edupreneur Knowledge), focuses on building a comprehensive understanding of both music education and entrepreneurial education, along with the practical application of this knowledge. In the second phase, T (Training as Experiences), students advance the concepts from the Ed phase by developing and implementing project proposals. The third phase, R (Reflection from mentors), plays a critical role in refining students’ products and services. Feedback from mentors provides valuable perspectives and suggestions, enriching the learning experiences. Finally, the fourth phase, E (Engaging with community) brings project outputs into the public domain. The phase emphasizes creating innovative products and services designed to penetrate the mainstream business market.