Entrepreneurship Education in Higher Education: A Systematic Review of Pedagogical Approaches and Outcomes

Abstract This systematic review synthesizes empirical research published between 2015 and 2025 to examine the effectiveness of pedagogical approaches in higher education entrepreneurship education (EE). Drawing on 100 high-quality studies, the review identifies a persistent paradox: despite strong evidence supporting experiential, critical, and integrative pedagogies, their implementation remains limited due to systemic constraints and methodological weaknesses. Experiential and transformative approaches consistently outperform traditional transmissive models in developing entrepreneurial competencies, self-efficacy, and behavioral outcomes. However, the evidence base is constrained by an over-reliance on cross-sectional, self-reported, and short-term outcome measures, alongside a critical lack of longitudinal and causal research. To address these limitations, the review proposes an Integrated, Learning-Centered Conceptual Framework that foregrounds cognitive, affective, behavioral, and socio-ecological learning mechanisms as key mediators linking pedagogy, context, and multi-level outcomes over time. The study concludes by outlining a dual agenda for progress, calling for mechanism-driven and longitudinal research designs, and for the intentional design of mechanism-aware educational ecosystems. Advancing EE as a mature, evidence-based field requires coordinated methodological rigor and systemic investment in institutional capacity.