From learning to action: transformative pedagogies driving SDG-oriented entrepreneurship in higher education
Jacqueline del Pilar Hurtado-Yugcha, M. Carmen Pérez-López, Ismael Muñoz-Pérez, María José González-LópezPurpose
This study aims to analyze how project-based learning (PBL) in higher education entrepreneurship courses contributes to the development of sustainable entrepreneurial competencies and to students’ social and environmental commitment, highlighting its relevance to the achievement of the United Nations Sustainable Development Goals (SDGs).
Design/methodology/approach
A pre–post design was applied to a sample of undergraduate students enrolled in a “Business Creation” course. Students worked on entrepreneurial projects using PBL. Data were collected using validated scales of sustainable entrepreneurial competences and social and environmental commitment.
Findings
Results show significant improvements in all sustainable entrepreneurial competencies after the training experience. Students reported high levels of social and environmental commitment, particularly regarding equity, employment protection, sustainability training and green marketing. The projects incorporated recurring social and environmental terms aligned with the SDGs, evidencing the transformative potential of PBL.
Originality/value
This paper provides empirical evidence of how PBL contributes to sustainability-oriented entrepreneurship education, strengthening both competences and commitment. It contributes theoretically to the literature on education for sustainable development by validating the role of PBL in fostering transformative learning and offers practical implications for curriculum design in higher education.