Abstract:

The aim of the study is to evaluate the effect of entrepreneurship education practices on the social entrepreneurial intentions of undergraduate students. The study investigated how various educational techniques influence students' learning experiences, emotional engagement, and ambitions to become social entrepreneurs using a qualitative diary-based research instrument. The research sample consisted of 67 people who answered diary's questions every week regarding their experiences and emotions with various educational activities. The results revealed that students' understanding and intention for social entrepreneurship were significantly enhanced by experiential and team-based learning approaches. While team activities like making business canvases and developing and presenting ideas improved cooperation and the real-world application of concepts, interactive movies of real-world experiences increased their sensitivity and critical thinking. With practical implications for developing effective teaching strategies in higher education and incorporating experiential learning techniques into entrepreneurship curricula, this study highlights the important role that entrepreneurship education plays in encouraging social entrepreneurial mindsets among university students. This study provides actionable insights into enhancing entrepreneurship education by integrating experiential and team-based learning to foster social entrepreneurial intentions. It offers valuable implications for educators and policymakers seeking to develop impactful curricula that inspire students to tackle social challenges through entrepreneurship, making it highly relevant to conference discussions on innovative teaching strategies.