Abstract

Entrepreneurial Mindset (EM) has become an important outcome in higher education due to rapid economic and technological changes requiring graduates to demonstrate creativity, adaptability, and opportunity recognition. Consequently, active learning has been increasingly adopted in entrepreneurship education. However, knowledge regarding which active learning strategies most effectively enhance specific EM dimensions remains fragmented. This study employed a scoping review methodology guided by the PRISMA-ScR framework to synthesize empirical research on active learning strategies for developing the entrepreneurial mindset of undergraduate students. Thirty-nine studies published between 2022 and 2026 were systematically analyzed using content and thematic analysis. The findings revealed that Experiential Learning and Project-Based Learning were the most frequently implemented strategies and were strongly associated with thinking skills and entrepreneurial self-efficacy. Opportunity-oriented pedagogies, including Value Creation Pedagogy, Effectuation, and Incubation activities, were more closely linked to opportunity recognition and entrepreneurial alertness. In contrast, resilience-related dimensions, such as ambiguity tolerance and dispositional optimism, received comparatively limited attention and were mainly associated with simulation-based and awareness-raising activities. The review also identified a growing integration of artificial intelligence and digital learning environments within entrepreneurship education. Overall, the findings suggest that different active learning strategies influence different entrepreneurial mindset dimensions through distinct pedagogical mechanisms. Therefore, entrepreneurship education should align instructional approaches with specific entrepreneurial learning outcomes rather than adopting a one-size-fits-all approach.

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