Project-Based Entrepreneurial Learning (PBEL): A Blended Model for Startup Creation in Higher Education Institutions

Abstract

Project-Based Entrepreneurial Learning (PBEL) represents an integrated pedagogical approach combining project-based learning with blended delivery (online and face-to-face instruction) to support startup creation within higher education institutions. This review synthesizes evidence from empirical studies and institutional case studies to examine PBEL's effectiveness, implementation mechanisms, and outcomes. PBEL integrates real-world startup projects, digital platforms, structured mentoring from faculty and industry experts, and incubation infrastructure to develop entrepreneurial competencies and support venture development across multiple stages: ideation, validation, prototyping, and scaling. Evidence demonstrates that PBEL significantly enhances entrepreneurial intentions, develops critical competencies, and supports startup creation, with participating students showing higher entrepreneurial intention compared to traditional lecture-based approaches. However, persistent challenges include curriculum design integration, faculty development requirements, resource constraints, and the fundamental difficulty of ensuring startup sustainability beyond the institutional support period. Future research priorities include longitudinal tracking of venture outcomes, comparative analysis of pedagogical models, and investigation of emerging technologies for scaling PBEL effectiveness. PBEL contributes substantially to transforming entrepreneurship education through systematic integration of experiential learning with institutional support ecosystems.