On the Opportunities of the Effectuation Approach and Design Thinking in Heterogeneity-Driven Teaching and Learning Contexts

Since the ratification of the UN Convention on the Rights of Persons with Disabilities in 2006, inclusion has been considered a societal task (Wiepcke, 2019, 194). Although there had been previous discussions on inclusion and dealing with heterogeneity (Ackermann, 2015, 34), the UN Convention on the Rights of Persons with Disabilities provides additional legitimacy to the ongoing discourse and particularly formulates the right of persons with disabilities to inclusive education (Dumont, 2019, 250). As a result, special needs schools are increasingly being abolished and inclusive schools are being established, leading to a paradigm shift in educational pedagogy and educational practice. This promotes viewing differences among learners not as problems but as ordinary realities and even as resources for learning (ibid.). However, this idealistic notion poses various challenges for instructional practice. Entrepreneurship education not only faces the various challenges associated with heterogeneity and the demand for inclusion, but can also offer an opportunity to meet these challenges constructively and benefit from heterogeneity in teaching and learning contexts. The following chapter aims to provide a basis for further discussions regarding heterogeneity-sensitive entrepreneurship education..