Educational strategies to foster entrepreneurial mindsets in engineering: Systematic review of university programs 2019-2025

Abstract

The objective of this review is to examine the existing scientific literature published during the period from 2019 to 2025 regarding educational strategies used to foster entrepreneurial mindset in engineering students. Design/methodology/approach: The systematic review conducted in this article was carried out as part of the PRISMA 2020 guidelines, with searches in the Scopus, ScienceDirect, and Taylor & Francis databases. The inclusion criteria cover only empirical studies with an assessment of impact on entrepreneurial competencies, published in English and Spanish. All stages of the selection process, including the removal of duplicates, screening of titles and abstracts, and full-text review, resulted in 50 studies selected for final synthesis and analysis. Findings: The most effective educational strategies identified in the review were real-world project-based learning, specialized mentoring, university incubators, and business simulations. The competencies most favored through these strategies included entrepreneurial self-efficacy, creativity and innovation, and collaborative leadership. The most frequently reported success factors were explicit institutional support, adequate collaborative spaces, and teacher training. Limitations included insufficient resources, cultural resistance, and isolation from external ecosystems. Originality/value: The evidence presented shows that the most successful programs involve strategies in specific educational ecosystems, thus requiring sustained commitment and institutional cultural transformation.