Didactic Strategy for Fostering Entrepreneurial Intention in University Students
DOI:
https://doi.org/10.17561/rtc.28.9687Keywords:
Entrepreneurship Intention, Strategy, Challenge-Based Learning, EntrepreneurshipAbstract
The purpose of this article is to design a strategy oriented to the promotion of entrepreneurial intention in university students. It uses a qualitative approach and a documentary analysis that allows the researchers to initially establish the categories for the promotion of entrepreneurial intention, as well as to identify the different instruments used to measure entrepreneurial intention in university students and the most used methodologies for the promotion of entrepreneurship in this population.
In the second part, the strategy is designed based on the theoretical and conceptual principles, the Tuning competencies are taken, and the context where the strategy will be developed is described, which corresponds to a course given by the Antonio Nariño University in Colombia: Entrepreneurship Chair, which is given to students of different disciplines. The structure of the strategy is presented in four blocks, which corresponds to an academic semester, the evaluation guidelines are established, and the strategy is piloted with students from a university in Spain.
This article contributes to the field of university didactics and entrepreneurial education, through the implementation of a Challenge-Based Learning (CBL) strategy, specifically designed for the Entrepreneurship Chair at the Antonio Nariño University. This paper documents the process of design and application of the strategy, showing its potential to foster entrepreneurial intention in university students. The contribution lies in presenting how the ABR, when properly contextualized, can become an effective pedagogical tool to foster entrepreneurial intention in university students
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