Implementation Of Entrepreneurship Education Research Articles

Entrepreneurship Education in a School

Background: The importance of entrepreneurship education in schools and colleges is also increasingly felt in this context. With entrepreneurship education, aspiring entrepreneurs can learn how to identify market opportunities, develop business ideas and manage the company well. With entrepreneurship education, entrepreneurs can also gain knowledge about marketing strategies and financial management that will help them increase the profitability of their business. Purpose: The purpose of this study is to describe the importance of starting entrepreneurship education in schools. Design and methods: This research is field research, which is research held in a field or scene with a qualitative approach. This research was conducted at SMA 1 Merangin. Results: The implementation of entrepreneurship education in schools can be done through various creative and interactive learning methods. For example, students can be invited to make a simple business plan, take part in a business simulation, or make visits to local companies. In addition, teachers can also invite successful entrepreneurs as guest speakers to share their experiences and knowledge. entrepreneurship education programs in schools have significant positive impacts. The evaluation conducted helps in identifying the weaknesses of the program and provides direction for necessary improvements.

Entrepreneurship Education, Intention and Self -Efficacy of Chinese College Teachers

This research investigates the connection between entrepreneurship education, intention, and self-efficacy among Chinese college teachers. The study aims to understand how entrepreneurship education influences the entrepreneurial intentions and self-efficacy beliefs of college teachers in China. A quantitative research approach particularly descriptive research was employed, utilizing surveys to collect data from a sample of Chinese college teachers. The survey included measures of entrepreneurship education, entrepreneurial intention, and self-efficacy across various dimensions. Statistical analyses, using non-parametric tests, were conducted to explore the relationships between these variables. Findings from the study contribute to both theoretical understanding and practical implications in the field of entrepreneurship education. By examining the specific context of Chinese college teachers, the research sheds light on the nuanced dynamics of entrepreneurial intention and self-efficacy within the academic community. The results offer valuable insights for policymakers, educators, and stakeholders involved in designing and implementing entrepreneurship education programs tailored to the Chinese higher education landscape. However, the findings reveal no significant associations between entrepreneurship education, entrepreneurial intention, and self-efficacy among Chinese college teachers. Specifically, participation in entrepreneurship education programs do not positively influences teachers' intentions to engage in entrepreneurial activities and enhances their confidence in their entrepreneurial abilities. These results underscore the importance of integrating entrepreneurship education into professional development programs for college teachers in China, as it can play a crucial role in fostering entrepreneurial attitudes and behaviors among educators. The implications of these findings for policy and practice in higher education are discussed, highlighting the importance of promoting entrepreneurial education initiatives to support innovation and entrepreneurship ecosystems within Chinese universities.

Managing Entrepreneurial Education in Tertiary Institutions for Graduate Employability in a Competitive Society

The goals of tertiary education institutions in any country are directed towards scientific, technological and socio-economic development among others. Tertiary institution managers have the responsibility to be sensitive and respond to challenges affecting their establishments, especially that of their products’ (graduates) employability in a competitive society. Awarding degree certificates to graduates that will face employment challenges in the labour market amounts to resource wastage in the production process. Entrepreneurial education focuses on developing a way of thinking, attitude, and mindset that frees an individual from being a burden to the society. It does not equate to coming up with ideas or making money. It provides students with the cross-functional skills necessary to boost their employability rate in response to the pressing issue of unemployment that institutional managers need to address quickly. This article explored managing entrepreneurial education at tertiary level for employability of their products in a competitive society. The paper contained introduction, discussion on entrepreneurial education, entrepreneurial education skill types for tertiary education products, innovation as correlate to entrepreneurship education, employment challenges of tertiary institutions’ graduates, challenges of entrepreneurial education at tertiary institutions, resources and strategies for implementing entrepreneurship education in tertiary institutions and managing entrepreneurial education at tertiary level for graduate employability. The paper equally featured conclusion and recommendations on the topic discussed.

Research on the Mechanism of Entrepreneurship Education on College Students’ Entrepreneurial Willingness and Its Future Prediction

The strength of college students’ entrepreneurial willingness is a barometer for measuring the effectiveness of entrepreneurship education. It is also an important avenue for college students to expand their employment opportunities and enhance the quality of their employment in the face of new employment trends. Comprehensive universities offer a wide range of disciplines and great professional specialization. It is of great significance to explore the diversity results in college students’ entrepreneurship education indicators. According to the data on the relationship between entrepreneurial education and entrepreneurship willingness in comprehensive universities in Jiangsu province, various factors such as subject characteristics, work experience, educational background, and family environment significantly impact college students’ willingness to become entrepreneurs. The implementation of entrepreneurship education, including the awakening of entrepreneurial consciousness, the cultivation of entrepreneurial abilities, and the improvement of entrepreneurial willingness, has a direct impact on college students’ willingness to start their own businesses.

PENDIDIKAN ISLAMICPRENEURSHIP DAN KONEKSINYA DENGAN NIAT PRAKTIK WIRAUSAHA ISLAMI MAHASISWA PTKIN WILAYAH SUMATERA

The level of entrepreneurship in a country is an important assessment of economic growth and social welfare. Even though Indonesia has achieved an entrepreneurship ratio of 3.47%, the figure is still behind neighboring countries. Economic stability also depends on the number of entrepreneurs exceeding 14% of the population. Higher education has a key role in creating entrepreneurs who are skilled and responsive to the competitive labor market. However, the implementation of entrepreneurship education has not been evenly distributed. In Indonesia, Islamic Religious Universities (PTKI) have the potential to advance Islamicpreneurship. This study explores the influence of PTKI Islamicpreneurship education on students' entrepreneurial intentions using the TPB approach. This research highlights the importance of developing Islamicpreneurship at PTKI Indonesia as a significant contribution in promoting Islamic business ethics and sustainable economic growth. This study chose a survey-based quantitative approach involving 150 PTKI students in the Sumatra Region. Data collection was carried out online and the data collected was analyzed using the Structurak Equation Modeling-Partial Least Square technique. The research results show that Islamicpreneurship education has a positive effect on the attitudes and social norms of PTKI students. A positive attitude motivates them to become entrepreneurs in accordance with Islamic values, such as justice and blessing. Social norms influence their intentions to start Islamic entrepreneurship, with positive social pressure from peers and the community. However, perceived behavioral control did not have a significant impact on entrepreneurial intentions. Practical recommendations for Islamic Religious Universities (PTKI) and the Indonesian Ministry of Religion include strengthening the curriculum with Islamicpreneurship material, training with Islamic business practitioners, developing Islamic business projects, research, establishing an Islamicpreneurship Study Center, and financial support. The Indonesian Ministry of Religion must also support PTKI collaboration with industry and monitor Islamicpreneurship programs. Implementation of these recommendations will strengthen Islamic education in Indonesia and provide broad benefits.

A call for more entrepreneurship education in non-business programs at South African TVET colleges

There has been an increase in the number of unemployed Technical and Vocational Education and Training (TVET) graduates even though these institutions are meant to train students for a particular job, several employment opportunities or self-employment. While proactive higher learning institutions acted on the need to equip graduates with entrepreneurial skills, others have not. More concerning is that even those who do not include entrepreneurial education in their curricula expect their graduates to be self-employed if they cannot find employment upon graduation. This article ascertained the extent, to which TVET colleges equipped their graduates for self-employment by including entrepreneurial skills in their programmes. Grounded on the contingency organizational theory, this article ascertained the necessity to incorporate entrepreneurship education in non-business programmes at TVET colleges. Data was collected from the TVET colleges, websites, brochures and documents of all the public TVET colleges in South Africa. The findings indicated that only 42 % of the programmes offered entrepreneurship education in their curricula. Moreover and interestingly, the province with the highest prevalence of entrepreneurship education (49 %) in their programmes is Limpopo and not the Western Cape, the financial capital. Consequently, there is a vital need to implement entrepreneurship education in all non-business programmes, for it may increase business start-ups, innovation and improve on the employability rate of the graduates

Factors Promoting the Entrepreneurship Ecosystem in Heis of India and its Impact on Millennials’ Education

Purpose: The aim of this study is to examine the steps taken by HEIs after the announcement of the startup India campaign by the government in 2015. This research paper will highlight the factors which are responsible to establish an entrepreneurial ecosystem by providing the right education in HEIs f India. Theoretical framework: Entrepreneurship in educational institutions has increased significantly due to Government’s efforts through the national innovation start-up policy which is not only supporting buddy entrepreneurs but also opening avenues for faculty members. This research paper will highlight the factors which are responsible to establish an entrepreneurial ecosystem by providing the right education in HEIs of India. Design/methodology/approach: The data has been collected from HEIs of Delhi NCR, India and the same is analysed and interpreted using Statistical Package for Social Sciences (SPSS) software by considering two variables Ecosystem and Education in the Entrepreneurial context. This paper attempts to fill this gap in current research and highlight the role of HEIs in nurturing and shaping future entrepreneurs in India. Findings: The results through in-person interviews demonstrated that students have a strong willingness to explore this subject however HEIs need to design the right curriculum for better outcomes to nurture buddy entrepreneurs. The result of data analysis shows there exists a significant relationship between education, entrepreneurial ecosystem and career aspirations. Research, Practical & Social implications: The study suggested that HEIs should have a detailed profile of students’ backgrounds which enables them to design the right strategy for establishing an entrepreneurial ecosystem. Originality/value: The value of the study is the analysis of the willingness of students towards entrepreneurship as a career and the preparation of HEIs in the implementation of entrepreneurship education. There is an utmost need to design a curriculum by understanding the need of students which can enhance not only their knowledge, skills and abilities but their experience in the world of entrepreneurship.

IMPLEMENTASI PENDIDIKAN KEWIRAUSAHAAN DALAM MENUMBUHKAN MINAT BERWIRAUSAHA MAHASISWA

One of the factors for the growth of entrepreneurship in a country lies in the role of higher education institutions through the provision of entrepreneurship education. Entrepreneurship education not only provides a theoretical basis for the concept of entrepreneurship, but can also shape the mindset, behavior and views of students about entrepreneurship. This study aims to determine the concept of entrepreneurship education, the implementation of entrepreneurship education in lectures to foster interest in entrepreneurship among students, factors that can foster student entrepreneurship interest, and the benefits of entrepreneurship lectures for students. This research is a type of qualitative research with a phenomenological approach. Subject determination by purposive sampling. Data collection techniques with observation, documentation, interviews. Data validation technique is triagulation technique. The results of the research on the concept of entrepreneurship education that are applied from entrepreneurship education to students are entrepreneurship education integrated into entrepreneurship courses. (2) Implementation of entrepreneurship education in lectures to foster interest in entrepreneurship in students integrating it in the form of teaching in the form of material and practice (3) Factors that can foster interest in entrepreneurship consist of internal and external factors as well as supporting and inhibiting factors (4) the benefits of entrepreneurship lectures in fostering interest in entrepreneurship has a good impact on students by providing entrepreneurial skills, adding entrepreneurial insight, forming motivation, and mentally training when doing business.

IMPLEMENTASI PENDIDIKAN KEWIRAUSAHAAN DALAM MEMBENTUK SIKAP WIRAUSAHA SISWA MA DARUSSALAM PUNCAK SILIRAGUNG BANYUWANGI

The objectives set in this study are: (1) to determine the implementation of entrepreneurship education in shaping the entrepreneurial attitude of MA Darussalam Puncak Siliragung students; (2) to find out the form of implementing entrepreneurship education in shaping the entrepreneurial attitude of MA Darussalam Puncak Siliragung students. The methods used by researchers include a qualitative approach with descriptive research types. Data collection techniques use 3 stages, namely observation, interviews, and documentation. The data sources that the researchers obtained were primary data in the form of observations related to the implementation of student entrepreneurship education and entrepreneurial attitudes in madrasas/schools, interviews with school principals, teachers, and several students, as well as secondary data on documentation and activity archives from the institution. Checking the validity of the data by triangulation, namely triangulation of data, methods, and sources. Data analysis with interactive three models, namely data reduction, data presentation, and data verification. The results of his research: Implementation of Entrepreneurship Education in Forming Entrepreneurial Attitudes of MA Darussalam Puncak Siliragung Students include: (1) entrepreneurship planning is prepared based on vision, mission, curriculum, and areas of expertise, (2) planning of SKN (Real Work School) learning activities, (3) planning teaching and learning activities and their application into practice, the form of implementing entrepreneurship education in shaping the entrepreneurial attitude of MA Darussalam Puncak Siliragung students includes: (1) implementing learning and practice, (2) implementing student product marketing, (3) implementing SKN (Real Work School) activities ).

DESIGNING AND ASSESING AN ISLAMIC ENTREPRENEURSHIP EDUCATION MODEL FOR ISLAMIC HIGHER EDUCATION (IHE)

The implementation of entrepreneurship course can be carried out by integrating the tridharma of higher education (the threefold missions of higher education) simultaneously in learning, for which a guideline is needed for its implementation. This study aims to design and assess the Islamic Entrepreneurship Education (IEE) model in the tridharma in Islamic Religious Universities (PTKI) in Aceh. This research was conducted through Design-Based Research (DBR) involving 3 experts and 6 lecturers. The research instrument used was a questionnaire which was analyzed statistically descriptively, while the qualitative data used interviews and were analyzed with an interactive model. The results of the design of the IEE model has produced three aspects along with four elements for the dimensions of education and teaching, research, and community service. These three aspects are inter-curricular activities, co-curricular activities, and extra-curricular activities, while the four elements are the objectives of implementing entrepreneurship education learning activities, entrepreneurial learning materials/content, using entrepreneurship learning methods, and implementing evaluations of entrepreneurship learning. The design of this model has the description for the implementation procedure. This design of IEE model can be used by lecturers as a model for implementing IEE in Islamic Religious Universities.

The importance of HEI managerial practices in teachers’ competence in implementing entrepreneurship education: Evidence from Finland

Higher education institutions (HEIs) are considered a source of educated, skilled and motivated entrepreneurs. Despite the growing literature on entrepreneurship education, there is an ongoing debate on how entrepreneurship can be taught and the role of different policies in promoting entrepreneurship education. No consistent understanding of the role of HEIs or teachers' own entrepreneurial competence in entrepreneurship education has been formed. This study examines the effect of perceived managerial practices of HEIs on teachers' entrepreneurial competence and practices in entrepreneurship education. These managerial practices include, for example, top management support for promoting entrepreneurship. Data for this research was gathered from 871 higher education teachers in Finland. The results show that the managerial practices of HEIs make a difference. They directly influence teachers' affective and conative components of entrepreneurial competence. When the strategy, curricula, quality management systems, incentive pay systems, CRM systems and management of HEIs support and encourage the promotion of entrepreneurship in teachers' work, it positively affects teachers' attitudes towards entrepreneurship education. This study verifies the importance of HEI management's role in boosting entrepreneurship education and supporting the competence of teachers.

The Status and Challenges of Entrepreneurship Education in Vocational Higher Education Institutions in Indonesia

<p>Vocational higher education is one of the types of Indonesian higher education. In practice, entrepreneurship has been considered the most important subject that should be taught in vocational higher institutions. Numerous studies have been conducted by discussing the topic of vocational education and entrepreneurship in Indonesia. However, limited studies have been conducted on implementing entrepreneurship education at the Indonesian vocational higher education level. This study aims to explain the status and challenges of entrepreneurship education in Indonesian vocational higher education institutions. The method used in the study was based on a descriptive qualitative method focusing on a contextual review of the literature. The review is enhanced by collecting data from articles, books, reports, and vocational higher education intuitions' websites. This study found that entrepreneurship education has been implemented in vocational higher education institutions, although some aspects still need improvements. Further, the development of entrepreneurship education in vocational higher education institutions in Indonesia is confronted by internal and external challenges. Lastly, the study's findings have significant implications for researchers, policymakers, and entrepreneurship educators.</p><p><strong><em>Keywords:</em></strong><em> challenges; entrepreneurship education; institutions; status; vocational higher education</em></p>

The Utilization of Creative Thinking Methods in Implementing Entrepreneurship Education Curriculum in Tertiary Institutions in Enugu State

Entrepreneurship education is globally seen as the answer to the growing socio-economic problem of unemployment and also a crucial element of growth and stability in any economy. Indeed, the prosperity of every country to a large extent is dependent on entrepreneurship. This study examined the extent at which creative thinking method has been utilized in implementing entrepreneurship education curriculum in tertiary institutions in Enugu state, Nigeria. The population for this study includes all entrepreneurship students at Enugu State's four private universities. The total population of the study is made up of nine hundred and sixty-seven (967) respondents. The study's sample size is 322 respondents. This sample was determined using the formula recommended by Yamane (1973). Data for the study were collected through a structured questionnaire. The data collected was analyzed using mean and standard deviation to answer the research questions. The independent sample T-test was used to test the hypothesis. The study revealed that the utilization of creative thinking method in entrepreneurial skills is low. It is therefore the recommendation of this study that teachers should use a brainstorming strategy in teaching in schools and conduct more studies discussing this strategy and its relation to other variables such as critical thinking and teachers should use visual representations while teaching entrepreneurship lessons.

Предпринимательское школьное образование в странах Европейского союза

The paper is devoted to the current issue of the formation of professional orientation to entrepreneurial activities among the younger generation and development of children’s entrepreneurship competences as a set of knowledge, skills and abilities aimed at creative transformation of ideas and opportunities into material and non-material values that are in demand by society. The paper aims to analyse the relevant experience of EU countries in the field of implementing entrepreneurship education at school, forming and developing entrepreneurship competences among students of EU state-funded general education schools; as well as to identify the potential areas of improving Russian state policy in the sphere of general education and additional education of children and the youth. The paper summarises the practical experience of EU countries in the field of implementing entrepreneurship education at school. The analysis of the ways of entrepreneurship competence formation among schoolchildren of EU countries is presented. The author considers the goals and content, basic approaches, teaching methods and methods of learning outcomes assessment within the programmes of entrepreneurship education at school in European countries. The author focuses on the fact that one of the main learning outcomes of entrepreneurship education at school is “understanding the role of entrepreneurs in society”, which is linked to students’ awareness of the importance of implementing ethical approaches to business in line with sustainable social development.

ENTREPRENEURSHIP EDUCATION FOR FIRST MIDDLE SCHOOL AGE CHILDREN

Entrepreneurship education in Indonesia has received less attention from both the world of education and society. Basic Entrepreneurship Education must be instilled early on which can be applied starting from SD/MI or SMP/MTs. Entrepreneurship education aims to develop attitudes, souls and abilities to create something of value for oneself and others. Being creative, innovative, independent, leadership,good at managing money, and having an unyielding spirit are some of the entrepreneurial attitudes that need to be instilled in children from an early age. This needs to be instilled early on because the various economic challenges facing our country are getting tougher. These entrepreneurial values become important points in the formation of life skills in children. The formation of life skills is not only through family education, but entrepreneurship education can be implemented in an integrated manner with learning activities in school. Junior High School (SMP) students can be trained to develop entrepreneurial attitudes, souls and abilities through various creative activities that can be integrated with the applicable curriculum. Various strategies and methods that can be used by teachers to cultivate good values from the character of a successful entrepreneur. Entrepreneurship education taugh since junior high school is expected to be able to reduce consumptive patterns in children by training them to create something of value and bring the next generation to create job in the future. So in this case, teachers and parents have an important role to play in developing children’s life skills and fostering interest and potential in children through entrepreneurship. This study aims to determine the model of entrepreneurship education at SMP Negeri 3 Leksono District, Wonosobo Regency. This research with a qualitative approach. Data collection techniques using observation techniques, interviews and documentation. Data analysis techniques by reducing data, presenting data, drawing conclusions and verification. The results of this study indicate that (1) the implementation of entrepreneurship education at Leksono 3 Public Middle School by incorporating entrepreneurial character is integrated into learning. The characters instilled in students are leadership, responsibility, discipline, creative, innovative, dare to take risks, work hard, cooperate and be communicative; (2) the evaluation of the entrepreneurship education model at SMP Negeri 3 Leksono is carried out by direct practice in the field starting from planning, spending, production, marketing, to preparing reports; (3) the inhibiting factors are children who have not discovered their talents and lack of support from parents.

Higher Education and IR 4.0: Embedding Entrepreneurship Education in Malaysian and Nigerian Universities—Developments and Challenges

Purpose: This paper identify major objectives as yardsticks to juxtapose our arguments throughout the study, examining the implications of IR 4.0 for higher education and entrepreneurship education by reviewing Nigeria’s and Malaysia’s national development plans to determine their relevance to IR 4.0.
 Design/methodology/approach: In view of the complexities generated by the Fourth Industrial Revolution (IR 4.0), which affects every sector including entrepreneurship and education, this study undertakes a systematic literature review to ascertain the facts and discuss concepts related to higher education and entrepreneurship, particularly the role of IR 4.0 in changing and modifying the direction of entrepreneurship.
 Findings: The study also highlights the approaches adopted and challenges encountered by universities in their implementation of entrepreneurship education, considering the job market disparities mentioned earlier. The paper conclude that it is imperative for both countries to instill the virtues of entrepreneurship education in their students, in order to prepare them for the challenges and needs of IR 4.0.
 Research limitations/implications: This problem is largely associated with the weak approach adopted by universities in equipping students with the necessary entrepreneurial skills for today’s highly competitive industrialized era, and not in any way related to the students themselves.
 Practical implications: Thousands of students graduate every year from Malaysia and Nigerian universities and other higher institutions across the globe. However, the availability of job vacancies in government and other sectors is insufficient to match the number of graduates produced annually. 
 Originality/value: This paper is original
 Paper type: Research paper

Implementing Entrepreneurship Education in Extracurricular Activity (ECA) for Students

The entrepreneurship program has been rapidly growing as one of the extracurricular programs delivered in education institutions, including primary and high schools. One of the endeavors to advance students' interest in entrepreneurship education is providing ECA (extracurricular activity) for the students at school. This research is a case study focused on implementing the HBC (Hilaris Business Class) Program. The researchers conducted this research to see the effectiveness of this extracurricular activity program. The critical informants of this study consisted of the school principals and teachers who managed the program. The researchers collected the data through interviews, document analysis, and observations. The result of this research signified that HBC, uniquely, was designed based on the integration of the Indonesian Curriculum and Singaporean Curriculum by considering the students' need analysis and profile. The program was implemented inside (entrepreneurship literacy and business planning) and outside the school (cooperation with professional enterprises, company visits, and business plan execution). In the end, the program was evaluated by reflecting on student achievements and skills. Additionally, the HBC program was claimed to benefit the students and the teachers, school, and parents. This program might be helpful to meet much more demanding world development in the future by elevating its target and objectives.

IMPLEMENTATION OF ENTREPRENEURSHIP AT WALI SALATIGA ISLAMIC BOARDING SCHOOL

The majority of Islamic boarding schools in Indonesia are only oriented to religious knowledge. Integration in the scientific realm between religious science and general science always does not have a balance. They even tend to prioritize just one of them. The WALI Islamic Boarding School has succeeded in combining the modern cottage system and the traditional cottage system. Not only that, the Wali Islamic Boarding School also applies an entrepreneurship system where the system has not been widely adopted by other Islamic boarding schools. This research includes field research. Researchers collect data using interviews and documentation. While the analysis used is a qualitative descriptive analysis technique. This research was conducted at the Wali Islamic Boarding School Candirejo Salatiga. The results of this study indicate that 1) Wali Islamic Boarding School implements an independent curriculum system. 2) The implementation of entrepreneurship education is effective. This can be seen from the programs held.

Entrepreneurship Education Model of Pesantren on Reducing Unemployment

Several previous studies have found that entrepreneurship can be alternative to reducing unemployment. Pesantren graduates are considered to have the potential to contribute to the average number of unemployed due to the lack of competence of students. On the other hand, as community-based institutions, many pesantren have potential that can be empowered. Therefore, the purpose of this study is to design a model of entrepreneurship education in pesantren. The research method used is a qualitative type with a literature study approach. The data used in this study are secondary in the form of journal articles, news, government reports, and other relevant sources. The data is then analyzed and integrated with the views of this researcher to produce a new concept in the form of an empowerment model through pesantren entrepreneurship education. The results of this study indicate that the designed model could be a solution to improve the entrepreneurial competence of students. The model consists of four important steps such as identifying business potential, capitalization of capital, capacity building of pesantren managers, and implementation of entrepreneurship education. Implementing the pesantren entrepreneurship education model requires contributions from various stakeholders such as governments, private sectors, communities, and universities.

The Impact of Entrepreneurship Competitions on Entrepreneurial Competence of Chinese College Students.

Entrepreneurship competitions are an important way to implement entrepreneurship education in universities and the main way for many students improve their entrepreneurial competence. To clarify the mechanism of the role of entrepreneurship competition on the entrepreneurial competence of university students, based on data from a sample of 170,764 university students from 31 provinces in China, this study constructs a moderated mediation model that focuses on the mediating role of entrepreneurial spirit (ES) in entrepreneurial competition (ECompetition) and entrepreneurial competence (ECompetence) and the moderating role of entrepreneurial practice (EP). The results showed that ECompetition found to have a significant positive predictive effect on ECompetence. ES plays a mediating role in the relationship between ECompetition and competence. The direct predictive effect of ECompetition on ECompetence and the mediating effect of ES on their relationship is moderated by EP. The results provide a new perspective on the impact of entrepreneurship competition on college students’ entrepreneurial competence and expands the experiential learning theory in entrepreneurship education.