Abstract
Entrepreneurship Education (EE) is experiencing growth at both primary and secondary educational levels worldwide, including in South Africa. It is increasingly advocated as a strategy for sustainable development. Nevertheless, the pedagogical foundation of EE for sustainable development in schools remains in the nascent stages of development. This paper examines the necessity of developing a more comprehensive vision of school-based EE, critiquing the growth- and human capital-oriented perspectives on sustainable development within EE. Considering the life-worlds of learners in South African communities—representative of broader contexts within the Global South—this paper proposes an approach to EE for sustainable futures grounded in the capability approach (CA). Building on this foundation, it advocates for a transformative model aligned with the principles of social and ecological justice, decolonisation and critical pedagogy. The proposed model introduces critical inquiry into ‘spaces of unfreedoms’ as a pedagogical starting point for the praxis of teaching in South African classrooms. It links EE with the ideas of capability expansion and sustainable development. The model supports an entrepreneurial learning process aimed at transformative action toward more equitable and sustainable futures. Its relevance extends to curriculum development, pre-service and in-service teacher education.