Female entrepreneurship plays a critical role in reducing socioeconomic disparities in emerging countries, especially in Brazil, where structural inequalities continue to limit the economic autonomy of women. Despite public policy advances, Brazilian female entrepreneurs still face significant challenges in accessing credit, gaining managerial knowledge, and consolidating their businesses in competitive markets (SEBRAE, 2022; GEM, 2023). These challenges are even more pronounced among micro-entrepreneurs from vulnerable social contexts, who often lack access to support networks, formal education in business, and customized instruments for enterprise development.

This study investigates how higher education institutions can contribute to fostering female entrepreneurship through structured and practice-oriented extension programs. It focuses on a university-based project that combines Problem-Based Learning (PBL) and the Business Model Canvas (BMC) to promote entrepreneurial learning among women-led micro-enterprises.

This study is guided by the following research question: How can higher education contribute to female entrepreneurship by providing structured business support and strategic planning methodologies?

The article is grounded in entrepreneurial learning theory (Cope, 2005; Rae, 2006), which emphasizes the importance of learning through experience, interaction, and reflection to develop entrepreneurial competencies. By engaging in this learning process, women gain autonomy in decision-making, increase their strategic thinking, and better position their businesses in the market.

Although BMC is widely used in business education and startup environments (Osterwalder & Pigneur, 2011), its application in contexts of socioeconomic vulnerability remains underexplored. Similarly, PBL is an established active learning methodology in management education but rarely implemented in entrepreneurship support for marginalized groups. This research addresses this theoretical and practical gap by demonstrating how the combined use of BMC and PBL in a university extension setting contributes to the empowerment and business development of a female fashion entrepreneur in Curitiba, Paraná.

Female micro-entrepreneurs often struggle with structuring their businesses, as they frequently operate in informal settings with limited access to financial planning and strategic tools (Brush et al., 2009). The Business Model Canvas (BMC) is a practical and adaptable framework that enables these entrepreneurs to clarify their value proposition, define customer segments, and improve operational efficiency. By integrating BMC within the educational approach of this study, we aim to provide female micro-entrepreneurs with a structured business model that enhances financial planning and long-term sustainability. This study also explores how Problem-Based Learning (PBL) and BMC contribute to the sustainability and strategic growth of female-led micro-businesses by providing structured educational support.

The relevance of the topic is amplified by the intersection with the Sustainable Development Goals - SDGs, particularly SDG 5 (Gender Equality) and SDG 8 (Decent Work and Economic Growth), reinforcing the role of higher education institutions in the 2030 Agenda (United Nations, 2024). Recent national initiatives, such as the “Movimente – Mulheres Criativas Quebrando Barreiras”, which led to the development of 51 public policy proposals aimed at strengthening female entrepreneurship, addressing business environment conditions, education, financial inclusion, and social protection measures (Correio Braziliense, 2024). Additionally, in April 2024, the Brazilian government launched “Estratégia Elas Empreendem”, a nationwide initiative to foster female entrepreneurship through targeted policies, financial inclusion strategies, and support for women-led businesses, with a particular focus on racial equity and low-income entrepreneurs (Brasil, 2024).

Through a qualitative and practice-based approach, this case study offers empirical evidence of how active methodologies contribute to knowledge transfer, business modeling, and strategic awareness in women-led enterprises. The findings underscore the importance of co-creating educational interventions customized to the specific realities of female micro-entrepreneurs, which go beyond traditional training by promoting agency, creativity, and self-efficacy.

By presenting an intervention that is replicable, scalable, and aligned with public interest, this study contributes to the academic debate on entrepreneurship education and offers practical insights for educators, policymakers, and civil society actors committed to fostering inclusive and sustainable development.

This section explores the theoretical foundations supporting the study, focusing on female entrepreneurship, social inequalities, and the role of higher education in fostering business skills through strategic management tools. It investigates how university extension programs using active learning methodologies, such as PBL and BMC, can enhance entrepreneurial capacity and business sustainability for female micro-entrepreneurs.

The critical aspects from this section focus on the following points: i) gender inequalities in entrepreneurship, as women face structural barriers that hinder business growth; ii) educational support as essential to address these challenges; iii) BMC as a business planning tool that can be effective for structuring business models. However, its application in female micro-entrepreneurship remains understudied; iv) PBL as an educational methodology, facilitates active learning and problem-solving, benefiting both students and female entrepreneurs; v) university extension as a bridge as an academic-business collaboration that strengthens business resilience, sustainability, and long-term success.

This study adopts a qualitative case study design to examine how a university extension initiative, incorporating Problem-Based Learning (PBL) and the Business Model Canvas (BMC), supports the development of female micro-entrepreneurship. Its methodological foundation is based on Yin’s (2018) principles for case study research, which emphasize understanding a real-life phenomenon within its context.

The research was carried out in an extension program at a university in Curitiba, Brazil, involving a multidisciplinary team of six students from Business Administration, Software Engineering, and Law. The selected case involved a female entrepreneur legally registered as a Microempreendedora Individual -MEI (Brasil, 2008), with over three years of business activity and challenges related to strategic positioning and growth. The entrepreneur’s willingness to participate in academic collaboration and improve her business strategy was also a selection criterion.

Data was collected through: (i) semi-structured interviews, using a protocol developed by academics and professionals to address business challenges, financial structure, and customer relations; (ii) direct observations during local fairs, to understand real-time interactions, marketing practices, and product strategies, and (iii) document analysis, including business records and project materials. All interviews were recorded, transcribed, and triangulated with field notes (McCracken, 1988; Merriam, 2009; Denzin & Lincoln, 2006).

The intervention unfolded in three PBL cycles: (i) diagnosis, where students and the entrepreneur identified problems related to value proposition and revenue management; (ii) strategic modeling using the BMC (Osterwalder & Pigneur, 2011), facilitating alignment between theory and the business context; and (iii) validation, during which proposed changes were tested and analyzed collaboratively. Observational insights were systematically incorporated into the redesign of the entrepreneur’s business model.

The analytical strategy was based on thematic analysis (Merriam & Tisdell, 2015), with categories emerging inductively through coding of the interviews and observational data using Microsoft™ tools. Cross-validation ensured consistency across data sources, reinforcing the depth of analysis (Yin, 2015, 2018).

The study design is cross-sectional in execution but incorporates longitudinal elements as it draws upon the entrepreneur’s past experiences and subsequent strategic decisions. Research was conducted in the participant’s natural setting, enhancing contextual authenticity (Vieira, 2004; Cooper & Schindler, 2014). The use of BMC and PBL provided a structure for experiential learning and collaborative decision-making.

This approach aligns with recommendations for entrepreneurship education (Cooper & Schindler, 2014; Eisenhardt, 1989; Richards, 2015), particularly in contexts of social vulnerability where learning is more impactful when rooted in lived experience.

This section presents the findings of the case study, analyzing how the integration of PBL and BMC within a university extension project contributed to the strategic planning and business sustainability of a female micro-entrepreneur. The results are structured into three key areas: i) business challenges before the intervention; ii) impact of educational support through PBL and BMC and, iii) strategic adjustments and business outcomes.

The entrepreneur operates in the fashion segment, having gradually started her business. Her venture began with sewing activities initiated by her mother. Seeing an opportunity during the 2020 pandemic, she began producing and selling sweatshirts known for their comfort and casual style. She later expanded to resell uniquely designed socks, described as "creative" for their distinctive models and colors. However, she could not define her value proposition or new plans, noting only that the quality of her products pleased her customers. Initially, the business lacked formal planning and continued out of economic necessity. She operates in Curitiba-PR, primarily selling her products at city fairs and, for some clients, offering on-demand personal delivery. She mentioned developing a geek-themed collection (Caim, 2018), identifying a niche in this subculture highly engaged with technology, science fiction, and pop culture, which she observed at the fairs.

The proposal developed helped the entrepreneur define her business and provided technical learning. With this information, she engaged in her entrepreneurial activities more assertively. This proposal is an example for other entrepreneurs who participate in the university's extension projects.

Regarding business challenges before the intervention, the female micro-entrepreneur operated in the fashion industry, primarily selling at local fairs. Her business faced several challenges, including lack of structured financial planning; limited market positioning and brand differentiation; operational inefficiencies, such as inadequate inventory control and absence of a defined value proposition.

These issues are consistent with the broader structural barriers faced by female entrepreneurs, such as restricted access to business training and financial resources (World Bank, 2024; Fernández-Guadaño & Martín-Lopez, 2023). The initial assessment indicated that the entrepreneur lacked formalized business strategies, which made her business vulnerable to economic fluctuations and competitive pressures (SEBRAE, 2022; GEM, 2023). According to Brinckmann et al. (2010), the absence of structured business planning can significantly impact the sustainability and growth potential of small enterprises, emphasizing the need for targeted interventions.

Concerning the impact of educational support through PBL and BMC, through PBL-driven interventions, students and the entrepreneur worked collaboratively to identify business gaps and develop strategic solutions.

When it comes to key adjustments, the following points where observed: i) clarification of value proposition, shifted from generic product sales to purposefully crafted themed collections targeting niche markets; ii) market segmentation strategy with the identification of two core customer segments, which are the general fair visitors and niche communities (e.g., geek fashion enthusiasts); iii) brand positioning to enhance digital marketing efforts through targeted social media campaigns, thereby increasing brand visibility; iv) financial restructuring with the implementation of a cost-tracking system to optimize pricing strategies, which improved overall financial health (Padoveze, 2015).

The BMC application facilitated a more structured approach to business planning, allowing the entrepreneur to develop strategic insights and enhance her decision-making capabilities. This aligns with findings from Fayolle & Gailly (2015), which highlight the role of educational interventions in reshaping entrepreneurial attitudes and strategies.

From the perspective of visual representation of business evolution, the reformulated BMC reflects the strategic adjustments made during the intervention. The before-and-after comparison is presented in Table 1, demonstrating how each component evolved based on PBL discussions and market analysis.

In terms of strategic adjustments and business outcomes, following the implementation of the refined business model, the entrepreneur experienced measurable improvements in business performance. Key outcomes include: i) revenue growth of 14% increase in monthly sales was observed, attributed to improved pricing strategies and market segmentation; ii) social media engagement increased by 23%, indicating stronger brand recognition and customer interaction; iii) operational efficiency, as the entrepreneur adopted a streamlined inventory tracking system, reducing supply chain inefficiencies and increasing operational efficiency.

These outcomes demonstrate the practical benefits of structured business planning and the effective application of PBL and BMC in real-world settings. According to Brinckmann et al. (2010), structured business planning directly correlates with enhanced business performance, particularly in small enterprises. Furthermore, this study validates the findings of Fayolle & Gailly (2015), confirming that entrepreneurial education significantly impacts business sustainability by empowering entrepreneurs with critical strategic tools.

Following the application of BMC, the entrepreneur was able to clearly define her business structure, improving pricing strategies, customer segmentation, and operational efficiency. Prior to the intervention, her business lacked a clear value proposition and financial planning framework. The implementation of BMC allowed her to visualize key business components, leading to a 14% increase in revenue and improved decision-making processes. This result aligns with studies emphasizing the role of structured business planning in enhancing the sustainability of female-led businesses (Brinckmann et al., 2010; Fayolle & Gailly, 2015).

The findings of this study highlight the transformative role of educational interventions in strengthening female micro-entrepreneurship. The structured application of PBL and BMC provided the entrepreneur with strategic tools to enhance business operations, refine market positioning, and improve financial planning. These results align with prior studies emphasizing the impact of entrepreneurial education on business performance and sustainability (Fayolle & Gailly, 2015; Brinckmann et al., 2010).

Over a four-month period, data collected via interviews and observations helped students propose process improvements, despite limited time for comprehensive data analysis and projections. A key recommendation for the entrepreneur was pricing, deemed the final yet most crucial decision. As Padoveze (2015) states, pricing should reflect not just costs, but also the economic value perceived by customers. Additionally, monitoring the cash cycle, including payment timings, receipts, and inventory management for materials or finished goods, was advised to better understand cash flow dynamics. According to Assaf Neto and Lima (2009), financing needs cover from purchasing inputs to receiving sales revenue, outlining the cash cycle.

Female-led micro-businesses often lack access to structured business training, leading to higher failure rates and limited growth potential (Fernández-Guadaño & Martín-Lopez, 2023). This study reinforces the idea that academic-business collaborations can bridge this gap, equipping female entrepreneurs with strategic knowledge and problem-solving capabilities. These insights clarified the company's financials for management and financing pursuits for operational and commercial growth, what shows the role of educational interventions in female entrepreneurship, widely recognized as a key factor in fostering business innovation and resilience (World Bank, 2024).

The importance of structured planning became evident during the interviews, as the entrepreneur stated that, before using the Business Model Canvas, she had difficulties understanding where business was headed. Now, she could better organize pricing and customer segmentation strategies. This perception aligns with the revenue increase observed after the intervention, reinforcing the effectiveness of structured business modeling. Similarly, the financial planning challenges encountered were expressed by the entrepreneur who stated she still struggles with making precise financial projections; it is something she needs additional training for. These insights highlight that while BMC enhances strategic organization, complementary financial education is necessary to ensure long-term sustainability.

The use of PBL and BMC as intervention tools demonstrates how practical learning experiences enable entrepreneurs to develop adaptable business models, improving decision-making processes (Osterwalder & Pigneur, 2011; Eisenhardt, 1989). The findings suggest that entrepreneurial success is strongly linked to structured business planning, which supports prior research on the positive correlation between strategic management practices and business performance (Teece, 2010).

Regarding business model adaptation and strategic planning, one of the key contributions of this study is the demonstration of how the BMC framework can be adapted to micro-entrepreneurs operating in informal and resource-constrained settings. The before-and-after comparison of the business model as demonstrated in Table 1 illustrates the importance of: i) clearly defining value proposition to enhance brand differentiation; ii) implement financial tracking tools to improve pricing strategies; and iii) targeting niche customer segments to strengthen market positioning.

Table 1 Table 1 First results on Canvas preparation Table 1 First results on Canvas preparation

Table 1
First results on Canvas preparation
Planning component	Prior situation	Post-Canvas Situation
Mission	Undefined	To allow people to express themselves through clothing and accessories
Vision	Undefined	To expand sales throughout the city of Curitiba and the Metropolitan Region, providing sweatshirts and customized pieces that reinforce the personal expression of its customers
Values	Undefined	Innovation, quality, flexibility, honesty, guarantee, and transparency
Value Proposition	Handcrafted, high-quality sweatshirt sales at more affordable prices.	To produce and deliver customized clothing items with quality, guarantee, flexibility, and agility, at an affordable cost
Customer Segments	Men and women aged 15 to 30.	Customers aged between 15 and 30 years old. Fair attendee
Channels	Instagram (initially)	Instagram
	Word-of-mouth marketing	Word-of-mouth marketing
	Fairs	Fairs
	WhatsApp	WhatsApp
		Social media. Fan clubs. Themed fairs and events (geeks). Use of hashtag
Customer Relationships	Quality customer service	Customer loyalty through discounts on the 2nd purchase onwards
	Customized sweatshirts	Gifts for larger buyers
	Made-to-order, according to the customer's request	Communication via social media
		Loyalty cards
Key Resources	Labor (entrepreneur + 1 person)	New workspace for creating pieces
	Machinery (straight stitch machine, overlock machine, coverstitch machine)	Diversified suppliers
	Vehicle	Fabric diversification
	Location: Entrepreneur's home	Designing customized pieces
Key Activities	Sewing of custom sweatshirts (by size)	Designing custom pieces. Purchasing materials
	Seeking suppliers with quality fabrics	Scheduling fairs
	Cutting of sweatshirts	In-person sales at fairs
	Molding sweatshirts for sewing.
	Fair to sell products.
	Purchase of socks for resale
Key Partnerships	Suppliers of raw materials	All suppliers of materials and packaging
	Suppliers of sweatshirt molds	City hall-fairs
	Suppliers of prints	Transporters
	Labor and embroidery (mother)	Bank
Cost Structure	Estimates for:	Managing receivables Pricing:
	• Supplies	• Materials for garment production (fabrics, trimmings, embroidery)
	• Transportation	• Packaging
	• Participation in fairs	• Fair fees
	• Molds	• Logistics
	• Embroidery	• Utility bills: water, electricity, internet, machine maintenance
	• Socks
Revenue Streams	Sweatshirts (R$160.00)	Recalculate selling prices per item
	Socks (R$20.00)	Revenue tracking (Spreadsheet)
		Direct sales of customized products
Note: Elaborated by the authors.

Note: Elaborated by the authors.

These adjustments resulted in a 14% increase in revenue and a 23% improvement in customer engagement, reinforcing the idea that structured business planning leads to measurable outcomes (Brinckmann et al., 2010).

In terms of implications for policy and practice, the results also emphasize the need for greater institutional support for female entrepreneurs, particularly through university-led programs that integrate PBL with business model development. Also, to microcredit initiatives tailored to women-led businesses, addressing financial access constraints (SEBRAE, 2022; GEM, 2023). It is important to emphasize the longitudinal mentorship programs to track business performance beyond short-term interventions (Fayolle & Gailly, 2015). Given the success of this study’s approach, policymakers and educational institutions should consider expanding structured training initiatives to foster greater gender equity in entrepreneurship.

On the financial aspects, an option presented to micro-entrepreneurs is a microcredit when the small business is fiscally legal and organized (Fomento Paraná, 2024). Microcredit contributes to female empowerment by being available to women entrepreneurs. "However, the enterprise must have a structured business plan, along with proof of fiscal legality and professional capacity to sustain its operations. This requirement applies to funding from financial agents that offer specific financing lines for women entrepreneurs. For fiscally legal small businesses, resources such as from Fomento Paraná's Microcredit for Women, are vital for simplifying business complexity and integrating strategic plans (SEBRAE, 2017; Fomento Paraná-Microcrédito, 2024).

An important insight from this study is the need to adapt the BMC to better align with the realities of female micro-entrepreneurs. Given the financial literacy challenges observed, an alternative approach could involve integrating a simplified financial planning module within the BMC framework, offering step-by-step guidance on cost estimation and revenue forecasting. Additionally, the traditional BMC could be adjusted into a Life Cycle Canvas, emphasizing different business growth stages and addressing key challenges faced by female entrepreneurs at each phase (Brush et al., 2009). Future research could explore the development of gender-sensitive business models that incorporate elements of social capital and community networks, which are particularly relevant for women-led enterprises in emerging economies (Welter et al., 2017).

The results presented show that the strategy is crucial to provide resources and opportunities to female entrepreneurs (Golla et al., 2011; Hughes et al., 2015). Additionally, the results offer support for one female business, manly financial suggestions, and mentoring, offering flexibility to manage professional and family responsibilities (Fernández-Guadaño & Martín-Lopez, 2023).

This study was guided by the question: How can higher education contribute to female entrepreneurship by providing structured business support and strategic planning methodologies? To answer this, we examined a university extension project that integrated Problem-Based Learning (PBL) and the Business Model Canvas (BMC) to support a woman-led micro-enterprise in the fashion sector. The findings show that these pedagogical tools, when operationalized in a context-sensitive manner, contributed to enhancing the entrepreneur’s capacity to articulate her value proposition, strengthen financial planning, and reposition her business strategically. The intervention demonstrated the transformative potential of structured educational processes when co-created and adapted to the lived realities of micro-entrepreneurs in vulnerable contexts.

Theoretically, this research contributes to the field of entrepreneurial learning by operationalizing concepts from experiential education and strategy development within a practical academic initiative. The study expands the literature on how the BMC can serve not merely as a planning tool, but as a vehicle for reflection, strategic decision-making, and entrepreneurial identity construction. Similarly, the use of PBL reinforces its potential to foster autonomy, problem-solving skills, and the articulation of knowledge in real-world scenarios. The integration of these methodologies within a university extension setting positions higher education as a key factor in promoting inclusive economic development through entrepreneurial education. These findings align with prior research emphasizing the importance of structured business training in fostering entrepreneurship and economic sustainability (Fayolle & Gailly, 2015; Fernández-Guadaño & Martín-Lopez, 2023).

In terms of managerial and social contributions, the project had a direct impact on the entrepreneur’s business model, helping her to rethink pricing, target customer profiles, and partnerships. The intervention allowed for redefinition of goals and priorities based on structured diagnosis and collaborative analysis. For other micro-entrepreneurs, this suggests that participatory and practice-oriented support can be more effective than generic training. From a social development standpoint, the case reinforces the relevance of educational actions aligned with the Sustainable Development Goals, especially SDG 5 (Gender Equality) and SDG 8 (Decent Work and Economic Growth). University extension programs, when strategically structured, can bridge gaps between academic knowledge and local economic needs, offering inclusive and context-responsive support (Fernández-Guadaño & Martín-Lopez, 2023; World Bank, 2024).

Nevertheless, this study has limitations. It is based on a single-case design, which restricts the generalization of its findings (Yin, 2018). While the richness of the qualitative data provides depth of understanding, the outcomes are highly context-dependent, shaped by the specific characteristics of the entrepreneur, the nature of the business, and the institutional dynamics of the extension program. Furthermore, the short time frame of the intervention limits the ability to assess long-term impacts. Future studies might benefit from longitudinal designs and comparative cases to assess replicability and scalability of similar methodologies in other socioeconomic and cultural contexts.

It is important to acknowledge that while the BMC provided a structured planning framework, external factors may also have contributed to the observed improvements. For example, local economic recovery and increased consumer spending following the COVID-19 pandemic could have influenced sales growth. However, the entrepreneur’s statements and behavioral adjustments during the intervention suggest that the structured decision-making process introduced by BMC played a pivotal role in clarifying business priorities. This aligns with previous studies indicating that business planning tools enhance entrepreneurial resilience in dynamic market conditions (Fayolle & Gailly, 2015; Brinckmann et al., 2010).

This study reaffirms that structured entrepreneurial education can empower female micro-entrepreneurs, equipping them with the strategic knowledge and tools necessary for business success. By fostering stronger academic-business collaborations, educational institutions can contribute to a more inclusive and equitable entrepreneurial ecosystem, where women may have the opportunity to thrive as business leaders and innovators.

In closing, we suggest that future research deepen the understanding of how BMC and PBL can be adapted across gender, sectoral, and regional variations, particularly among entrepreneurs from marginalized backgrounds. There is also a need to explore the role of interdisciplinary university teams in supporting business modeling and innovation, as well as to analyze the effectiveness of extension projects in public policy agendas. Integrating structured pedagogical methodologies with community engagement can strengthen the academic contribution to regional development and social inclusion. As shown in this study, female entrepreneurship is not only a path to income generation, but also a process of empowerment, and higher education institutions can, and should, be catalysts in this transformation.

The authors declare that there is no conflict of interest.

Authors’ statement of individual contributions
Roles	Contributions
	Rodrigues G. P.	Ciscato C. D. S.
Conceptualization	∎
Methodology	∎	∎
Software	NA
Validation	∎	∎
Formal analysis	∎	∎
Investigation	∎	∎
Resources	NA
Data Curation	∎
Writing - Original Draf	∎	∎
Writing - Review & Editing	∎	∎
Visualization	∎	∎
Supervision	∎
Project administration	∎
Funding acquisition	NA
Note: Acc. CRediT (Contributor Roles Taxonomy): https://credit.niso.org/

Note: Acc. CRediT (Contributor Roles Taxonomy): https://credit.niso.org /

Open Science: Data availability
The entire dataset that supports the results of this study has been made available on SciELO Data from the REGEPE Entrepreneurship and Small Business Journal and can be accessed at the following DOIs:
Badge	Description
	Not applicable.
	Not applicable.
	https://doi.org/10.48331/SCIELODATA.BK2DC7
	https://doi.org/10.14211/regepe.esbj.e2519pr
	Not applicable.