Abstract:

This study investigates the challenges and opportunities inherent in the implementation of Project-Based Learning (PBL) within the context of entrepreneurship education, with a specific focus on educator reflections regarding interdisciplinary collaboration and the transition to student-centered pedagogies. As Generation Z learners, characterized by their distinct technological fluency and preference for dynamic, interactive learning environments, begin to dominate higher education, traditional lecture-based instructional models are increasingly seen as inadequate for fostering the practical competencies necessary for entrepreneurial success. This research examines the experiences of a team of four university educators and an industry expert who facilitated PBL in entrepreneurship courses, highlighting the systemic obstacles encountered in aligning this pedagogical approach with existing institutional structures, educator roles, and interdisciplinary integration.