A new Eurydice report finds that entrepreneurship now has a formal place in Cyprus’s school system, with a compulsory course spanning two consecutive years in upper secondary and activities starting as early as primary school. The study records clear progress, but also uneven implementation that risks widening gaps between schools.
Entrepreneurship in the curriculum
Cyprus is among the few EU countries to embed entrepreneurship as a compulsory subject in two years of the lyceum. Primary and lower secondary pupils are also exposed to themes such as smart cities and social innovation through project work and technology lessons. The move is widely seen as positive and forward-looking, yet the report stresses that truly cultivating entrepreneurial skills in practice is still a work in progress. The institutional framework exists; coherent, consistent delivery is the next step.
Beyond starting a business
School-based entrepreneurship is not only for future founders. It centres on problem solving, creativity, collaboration, initiative and critical thinking, skills considered essential in a fast-changing labour market shaped by technological, digital and green transitions.
Entrepreneurship is taught compulsorily in the first and second years of the lyceum, an exception in Europe. Creative assignments beginning in primary encourage pupils to test ideas, make mistakes and improve them, a core element of entrepreneurial thinking. Cyprus also takes part in student and social entrepreneurship programmes such as Junior Achievement, linking pupils with their communities and giving practical meaning to innovation and life skills.
Where Cyprus falls short
Despite institutional progress, everyday practice varies. In many cases, whether pupils develop entrepreneurial skills depends on a school’s culture and teachers’ personal initiative, producing unequal experiences across schools. Teacher training is a major challenge. The report highlights the need for more systematic professional development so teachers can support experiential approaches and project-based learning, both central to an entrepreneurial mindset. There is also no clear evaluation mechanism to measure outcomes and verify that pupils are, in practice, acquiring the intended skills. The foundation is laid; uniform implementation and structured support are still needed.
Countries such as Estonia, Finland and Malta have adopted more comprehensive models, investing in cross-curricular approaches and teacher training. Estonia has integrated entrepreneurial competences across all stages of education, Finland relies on projects and community partnerships, and Malta has created a dedicated teacher training programme. The goal is not to copy, but to draw ideas for gradually strengthening the Cypriot model.