Despite increasing research on the transition of a well-established linear-oriented economic system toward the circular economy (CE) model, existing literature on the adoption and implementation of educational approaches that reinforce CE concept in secondary education seems to be limited. In light of the current challenges and the critical role of education in empowering students to explore new paths of sustainable development and grow into active citizens, conscious producers, and consumers, this study focuses on experiential learning as an effective tool for teaching CE and sustainability concepts. The literature review has revealed a research gap as regards the formulation of educational approaches to support CE concepts for secondary education students effectively, particularly in Greek vocational education. The present study describes and critically discusses how a virtual enterprise could introduce secondary-level students to the circularity and sustainability perspective, prepare them to build prosperity, and act circularly in the future.
Drawing on the activities of 32 students coming from different disciplines and participants in a virtual agri-business, we recommend practical educational strategies expecting (i) to encourage teachers to adopt innovative teaching methods and share good practices of CE teaching and (ii) to urge education policymakers to integrate the CE vision into school curricula.
Furthermore, the students' responses to a structured questionnaire before and after the programme implementation indicate that experiential learning should be supported by the teaching of theoretical aspects for a better consolidation of abstract concepts such as CE and sustainability. The implementation of a circular enterprise by a student team consists of a positive prospect for the community and economy.