Entrepreneurial Attributes and Pedagogical Pathways in Higher Education: A Scoping Review (2022–2026)
Keywords:
Entrepreneurship education; Entrepreneurial attributes; Scoping review; Teaching strategies; Generation ZAbstract
This study presents a scoping review of recent empirical research on entrepreneurship education, examining how different pedagogical approaches develop entrepreneurial attributes among university students. Based on 45 peer-reviewed studies (2022–2026), a frequency-based analytical matrix was constructed to map the relationships between teaching strategies and entrepreneurial attributes. Grounded in the Theory of Planned Behaviour (TPB) and competency-based frameworks, the findings reveal a structural imbalance, characterized by a dominant focus on psychological constructs, such as entrepreneurial intention, mindset, and self-efficacy, relative to competency-based, digital, and sustainability-oriented attributes. Formal course-based approaches primarily reinforce intention-related outcomes, whereas experiential and innovation-driven pedagogies (e.g., project-based learning, STEM programs, and simulations) are more strongly associated with competency development, including creativity, problem-solving, and risk-taking. Digital and AI-based interventions enhance technological readiness, while sustainability-oriented education remains underrepresented. The study contributes an integrated analytical framework linking pedagogical approaches to entrepreneurial attributes and highlights the need for a shift toward capability-centered and sustainability-integrated entrepreneurship education, with implications for curriculum design and future research.
https://doi.org/10.26803/ijlter.25.4.34
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