New Perspectives in Science Education

Student accountability has become a key concern in higher education, particularly as learning environments evolve towards more student-centered, collaborative, and practice-based approaches. Traditional models of accountability, often tied to instructor-led assessments, are increasingly being complemented by strategies that encourage students to take ownership of their learning. This systematic literature review explores a range of pedagogical approaches that enhance student accountability. In entrepreneurship education there has been a range of different strategies applied. Group projects foster collective responsibility, ensuring that students contribute meaningfully to shared objectives. Peer review – whether anonymous or open – develops critical thinking and evaluative skills, strengthening student engagement with both their own and others’ work. Team-based assessments reinforce accountability by linking individual performance to group success, while public presentations and exhibitions introduce external accountability, motivating students to meet professional and academic standards. Class-wide grade distribution provides transparency and encourages self-improvement through comparative performance insights. Additionally, self-regulated learning—encompassing goal setting, progress tracking, and reflective practices—supports intrinsic accountability by fostering independent learning habits. Transparent evaluation criteria further strengthen accountability by ensuring clarity in expectations. The results of the literature review are further enhanced with an example from the innovative educational approach of the Finnish Team Academy (Tiimiakatemia), highlighting the relevance of team coaching, entrepreneurial team projects, and real-world learning environments. Those structures required students to take ownership of their academic and professional development. As higher education institutions increasingly adopt experiential and collaborative learning models, embedding accountability-focused strategies into curricular design can enhance student engagement, performance, and long-term professional competence.