Gendered Learning Pathways: Integrating Emotional Intelligence into Adolescent Skills Training for Agro- Entrepreneurship in West Africa

This paper explores the integration of emotional intelligence (EI) into gender-responsive skills training for adolescent agro entrepreneurs in West Africa. Recognising the intersection of gender, adolescence, and agribusiness, the study investigates how EI competencies, such as self-awareness, empathy, and resilience, can enhance learning outcomes, entrepreneurial agency, and long term engagement in agro-based livelihoods. Drawing on a mixed-methods design, the research combines curriculum audits, focus group discussions, and stakeholder interviews across Ghana and Nigeria to assess the relevance, accessibility, and impact of EI infused training modules. Findings reveal that adolescent girls and boys experience distinct emotional and socio-cultural barriers to entrepreneurial learning, including gendered expectations, identity formation pressures,and limited psychosocial support. Integrating EI into modular agro-entrepreneurship curricula not only improved learner motivation and peer collaboration but also fostered inclusive participation, especially among girls. The study introduces a conceptual framework, Gendered Emotional Intelligence for Agro-Entrepreneurship (GEIAE) that aligns EI competencies with agribusiness
tasks, mentorship structures, and community-based delivery models. The paper contributes to the discourse on youth empowerment, gender equity, and curriculum innovation by offering a replicable model for embedding emotional intelligence into vocational training. It advocates for policy reforms that institutionalise EI within national TVET strategies and adolescent development programmes. Ultimately, the study positions emotional intelligence as a strategic lever for transforming agro entrepreneurship into a gender-inclusive, emotionally resilient, and future-ready pathway for youth across West Africa.