**6. Conclusions**

The three 'domains of purpose of education' developed by Biesta provided a relevant framework for exploring the theoretical underpinnings of 'good' entrepreneurship education. More detailed insights with regard to the qualification, socialization and subjectification purposes of what 'good' entrepreneurship education ought to entail, could be conceptualized. Playful project-based learning pedagogy can align exceedingly well with the requirements that frame 'good' entrepreneurship education and can be adapted through small adjustments to increase this alignment and its suitability to bolster this valuable education.

This study's comparative overview highlights that there is a need to continue to explore and investigate playful project-based pedagogy for 'good' entrepreneurship education. Playful project-based learning holds much potential to contribute positively to the development and expansion of 'good' entrepreneurship education, especially for young(er) learners. However, particularly when play-based learning is intended for older (more developed or 'mature' learners), careful consideration should be given to better align the socialization and subjectification functions of this pedagogy to the requirements of 'good' entrepreneurship education.
