Abstract
Subject and Purpose of the Work
This study explores how Algerian student entrepreneurs use two business modeling tools – Business Model Canvas (BMC) and Lean Canvas – within an educational context. It aims to compare their relevance and usage during different stages of project development.
Materials and Methods
A qualitative approach was adopted, based on thematic analysis of nine testimonies from students incubated at the National Higher School of Management in Kolea. Results: Students prefer the Lean Canvas during the ideation phase due to its simplicity and focus on customer problems. In contrast, the BMC is used in later stages for its comprehensive view of the business model. The study highlights that pedagogical and institutional contexts strongly influence tool appropriation.
Conclusions
The tools are seen as complementary. A progressive pedagogical integration is recommended. The study advocates for context-sensitive entrepreneurship education in Algeria, emphasizing visual tools, local relevance, and reflective learning approaches.