This review article focuses on use of an escape room as a didactic tool in teaching and learning, as identified in empirical studies that have examined the use of escape rooms in educational contexts. The review studied the methods used to study escape rooms, what the focus of attention was, what the reported use was, and implications this has for the use of escape rooms for teaching and learning. Our analysis showed that most studies are concerned with the implementation and use of an escape room in relation to four fields of attention; scenario, curriculum, 21st-century skills, and motivation. Overall, the reviewed articles indicate that more studies are needed on the use of escape rooms for educational purposes. It seems that research on this topic has reached a new phase, and there is a need for structured research and transparency in the research design and methods for data collection and analysis. We see opportunities for the use of escape rooms as a didactic tool in primary and secondary education, and in teacher education.

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The implementation of pedagogical entrepreneurship in schools from the perspective of lifelong learning is of significant concern at policy levels, and research is an important source of information on this process. This review article focuses on the challenges revealed by research, examines the implementation of pedagogical entrepreneurship in teaching and learning, and considers the reasons for these challenges. Two main challenges are identified and discussed: the ambiguity of the pedagogical entrepreneurship concept and the tension between policy and practice. An increased emphasis on teacher learning processes and on the role of school leaders at the compulsory school level is suggested, and implications for teacher education programmes and further research on implementation of pedagogical entrepreneurship are proposed.