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Enhancing Undergraduate Entrepreneurial Education: The Role of Project-Based Learning, Mentorship and Resilience

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Title: Enhancing Undergraduate Entrepreneurial Education: The Role of Project-Based Learning, Mentorship and Resilience
Language: English
Authors: Qian Wang (ORCID 0000-0002-1608-163X), Jiyao Xun (ORCID 0000-0002-8778-2951)
Source: European Journal of Education. 2026 61(1).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 14
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Undergraduate Students, Entrepreneurship, Business Education, Student Projects, Active Learning, Mentors, Resilience (Psychology), Foreign Countries, Work Experience Programs, Self Efficacy, Intention
Geographic Terms: China
DOI: 10.1111/ejed.70528
ISSN: 0141-8211
1465-3435
Abstract: Higher education institutions are increasingly prioritising entrepreneurial education (EE) to enhance their graduates' employability. Although prior studies have examined the effects of teaching practices and individual traits on entrepreneurial self-efficacy (ESE), findings remain inconsistent and often neglect curriculum-level perspectives. This study addressed this gap by grounding its theoretical framework in social cognitive theory and analysing survey responses from 123 undergraduate students at a Chinese international university enrolled in a work-integrated curriculum combining project-based learning (PBL) with workplace mentorship (WM) from industry experts. Using PLS-SEM multi-group analysis and hierarchical regression models, the findings show that university-organised PBL did not significantly improve students' SE. In contrast, WM and student resilience were positively associated with SE, which in turn predicted entrepreneurial intention (EI). These results highlight the critical roles of mentorship and resilience in shaping students' entrepreneurial confidence, while also suggesting that the impact of PBL depends on its context-centered integration. The study contributes to EE research by clarifying conditions under which curriculum elements influence SE and EI. For practice, it highlights the importance of mentor training, careful mentor-student matching, and structured activities that make mentorship more meaningful, as well as resilience-building strategies, which serve as a learning outcome to better prepare students for entrepreneurial competence.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1497953
Database: ERIC
FullText Text:
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  Data: Enhancing Undergraduate Entrepreneurial Education: The Role of Project-Based Learning, Mentorship and Resilience
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  Data: <searchLink fieldCode="AR" term="%22Qian+Wang%22">Qian Wang</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1608-163X">0000-0002-1608-163X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jiyao+Xun%22">Jiyao Xun</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8778-2951">0000-0002-8778-2951</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22European+Journal+of+Education%22"><i>European Journal of Education</i></searchLink>. 2026 61(1).
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: Y
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  Data: 14
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  Data: 2026
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Entrepreneurship%22">Entrepreneurship</searchLink><br /><searchLink fieldCode="DE" term="%22Business+Education%22">Business Education</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Projects%22">Student Projects</searchLink><br /><searchLink fieldCode="DE" term="%22Active+Learning%22">Active Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Mentors%22">Mentors</searchLink><br /><searchLink fieldCode="DE" term="%22Resilience+%28Psychology%29%22">Resilience (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Work+Experience+Programs%22">Work Experience Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Intention%22">Intention</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22China%22">China</searchLink>
– Name: DOI
  Label: DOI
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  Data: 10.1111/ejed.70528
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0141-8211<br />1465-3435
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Higher education institutions are increasingly prioritising entrepreneurial education (EE) to enhance their graduates' employability. Although prior studies have examined the effects of teaching practices and individual traits on entrepreneurial self-efficacy (ESE), findings remain inconsistent and often neglect curriculum-level perspectives. This study addressed this gap by grounding its theoretical framework in social cognitive theory and analysing survey responses from 123 undergraduate students at a Chinese international university enrolled in a work-integrated curriculum combining project-based learning (PBL) with workplace mentorship (WM) from industry experts. Using PLS-SEM multi-group analysis and hierarchical regression models, the findings show that university-organised PBL did not significantly improve students' SE. In contrast, WM and student resilience were positively associated with SE, which in turn predicted entrepreneurial intention (EI). These results highlight the critical roles of mentorship and resilience in shaping students' entrepreneurial confidence, while also suggesting that the impact of PBL depends on its context-centered integration. The study contributes to EE research by clarifying conditions under which curriculum elements influence SE and EI. For practice, it highlights the importance of mentor training, careful mentor-student matching, and structured activities that make mentorship more meaningful, as well as resilience-building strategies, which serve as a learning outcome to better prepare students for entrepreneurial competence.
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  Data: 2026
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  Data: EJ1497953
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RecordInfo BibRecord:
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    Identifiers:
      – Type: doi
        Value: 10.1111/ejed.70528
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 14
    Subjects:
      – SubjectFull: Undergraduate Students
        Type: general
      – SubjectFull: Entrepreneurship
        Type: general
      – SubjectFull: Business Education
        Type: general
      – SubjectFull: Student Projects
        Type: general
      – SubjectFull: Active Learning
        Type: general
      – SubjectFull: Mentors
        Type: general
      – SubjectFull: Resilience (Psychology)
        Type: general
      – SubjectFull: Foreign Countries
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      – SubjectFull: Work Experience Programs
        Type: general
      – SubjectFull: Self Efficacy
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      – SubjectFull: Intention
        Type: general
      – SubjectFull: China
        Type: general
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      – TitleFull: Enhancing Undergraduate Entrepreneurial Education: The Role of Project-Based Learning, Mentorship and Resilience
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            NameFull: Qian Wang
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            NameFull: Jiyao Xun
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              Y: 2026
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