Thobile Dlamini, Vusi Tsabedze
Purpose–The purpose of this study was to review the literature on entrepreneurship education and training in Eswatini with a view of conceptualising a framework for entrepreneurship curriculum development and implementation in the context of MOOCs. Design/methodology/approach–The research is based on the interpretive research paradigm and includes a comprehensive examination of the literature. The researchers searched for literature online, using scientific databases such as Ebsco, Scopus and Google Scholar. The search applied the publications from 2003 to 2021. The main search keywords are “entrepreneurship”, “education”, and “massive open online courses”. A total of 38 articles, which included documents, journal articles, reports, web pages and monographs, were retrieved, reviewed and analysed in this study. This conceptual study was preliminary, and the researchers hope that further empirical studies based on the findings of this study could be pursued in future. Findings–The findings revealed that entrepreneurship education is still at its infancy stage, it is not taken as a priority career choice in Eswatini. The findings support the need for business incubators in Eswatini to adopt MOOCs to deliver entrepreneurship courses. Practical implications–The findings and recommendations will help in the development of entrepreneurship programmes to be offered effectively by way of MOOCs, there is a need to develop a transparent quality assurance framework for such an application and its implementation. Originality/value–The novelty of the study is that it brings into the limelight the factors that impede the adaptation of MOOCs for the delivery of entrepreneurship courses in Eswatini. It brings into focus the challenges encountered by business incubators in Eswatini in moving towards a MOOC-centric mode of course delivery.