The research lists the crucial weaknesses and deficiencies of the existing ESPs, in addition to recommendations for overcoming them in a framework tied to the identified challenges. The results also point out the critical role of the personal attitudes of entrepreneurs towards the programs in which they are involved. However, the impact of ESPs is bounded and weak in responding to the fundamental obstacles that affect the business of refugee entrepreneurs and their integration and success in the local market. Additionally, these support programs raise participants' awareness about the necessity of integrating with the culture, language, laws, and entrepreneurial environment of the host country, and offer some small grants for a limited number of refugees. The results of this research demonstrate the importance and vital value of ESPs for refugee entrepreneurs, particularly in motivating them for entrepreneurial behavior, and developing the business model for their ventures. Based on ten semi-structured interviews with Syrian refugee entrepreneurs and two with experts and supervisors in the organizations that deliver ESPs, we identified the main groups of challenges that affect the growth of refugees' businesses, the aspects on which programs have a positive impact related to these challenges, and the shortcomings and areas that these programs fail to help entrepreneurs to meet. To discover this rarely reported issue in the literature, the qualitative method was adopted. The case of Syrian refugee entrepreneurs in Turkey has been examined. This research seeks to explore the influence of Entrepreneurship Support Programs (ESPs) on refugee entrepreneurs, by studying the effects of these programs on the ability of refugee entrepreneurs to address the major challenges facing them in creating and running their ventures. The findings of this research lead us to consider entrepreneurial education in the pre-university environment as effective for the configuration of entrepreneurial identity in students, which facilitates an encouraging future for university students participating in these programmes, who will present an improved entrepreneurial identity that enables them to face forthcoming social, economic and labor reconfigurations. The methodology used is based on qualitative research, which under an interpretative approach, has been assisted by quantitative and evaluative research on educational programmes, in order to try to respond to research objectives. In this sense, we set out to find out how entrepreneurial education affects the identity formation of pre-university students in the Spanish context through the pedagogical and environmental factors present in an entrepreneurial education programme. The need to train students in key aspects that will enable them to face the main difficulties that future labor and social future bring is the focus of attention of the educational environment. Faced with the continuous changes that today’s society presents, educational policies place entrepreneurial education and, therefore, the promotion of the entrepreneurial spirit, as the axis on which to articulate effective responses for the current socio-educational context.
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