ENTREPRENEURSHIP EDUCATION IN MULTIDISCIPLINARY ENVIRONMENTS: A SYSTEMATIC LITERATURE REVIEW OF EXPERIENTIAL LEARNING METHODS, BEST PRACTICES, AND LEARNING OUTCOMES

Abstract

Entrepreneurship education (EE) has grown exponentially in higher education institutions in the last 20 years and now involves students of various disciplinary backgrounds. While experiential learning approaches are widely promoted as effective pedagogies for entrepreneurship education, evidence remains fragmented regarding how such approaches operate within multidisciplinary environments and what outcomes they generate. This systematic literature review synthesizes empirical research on experiential entrepreneurship education offered to multidisciplinary student cohorts in higher education. Following the PRISMA 2020 framework, 72 peer-reviewed empirical studies published in leading education and entrepreneurship journals were identified and analyzed. Drawing on Kolb’s Experiential Learning Theory and outcome typologies proposed by Lorz et al. (2013), the review profiles research trends, maps experiential learning activities, examines program characteristics, and synthesizes learning outcomes across cognitive, affective, behavioral, and career-related dimensions. The findings reveal a strong reliance on foundational experiential methods and self-reported outcomes, alongside limited evidence of higher-order behavioral and venture-related impacts. Methodological weaknesses, contextual imbalances, and theoretical fragmentation are also identified. By integrating multidisciplinary learning perspectives with experiential entrepreneurship pedagogy, this review advances a unifying conceptual framework and offers implications for theory, curriculum design, and policy, particularly for public-sector universities and emerging economies.