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In the context of socio-ecological transition, education is increasingly expected to move beyond a purely competence-based approach and support forms of engagement grounded in values. While sustainable entrepreneurship education acknowledges the importance of values, little is known about how they emerge and are mobilized in educational experiences, especially among younger learners. This article examines how values are mobilized in primary school sustainable entrepreneurship projects and how educational situations may contribute to their self-formation. The study articulates Nathalie Heinich’s axiological sociology, which examines how actors mobilize plural registers of value in context, with Hans Joas’s processual perspective on how values may be formed and transformed through experience. Empirically, it is based on a multi-case ethnographic study conducted in 2023–2024 in four primary school classes in Brussels (ages 10–12) involved in projects linked to the Sustainable Development Goals. Data include observations, interviews with pupils and teachers, pupils’ reflective journals, and pedagogical materials. The findings show that values emerge through recurring pedagogical configurations: encounters with socio-ecological realities, reflective and narrative practices, collective project materialization, and forms of engagement extending beyond school. These situations activate and articulate affective, ethical, civic, hermeneutic, and other value registers, while in some cases supporting processes of self-formation. The article thus shifts attention from competencies alone to the axiological dynamics through which sustainable entrepreneurial engagement takes shape from primary school onward.
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Anastasia, S., & Jacquemin, A. (2026). Beyond Competences: An Axiological Perspective on Sustainable Entrepreneurship Education.