Experiential learning in entrepreneurship education: A systematic literature review

Why this paper matters

Synthesizes experiential-learning approaches in entrepreneurship education.

Evidence reviewed

Design: Systematic literature review
Full-text status: Indexed PDF/full text reviewed

Principal finding

Experiential formats generally aligned with stronger entrepreneurial intentions and skills, while designs and measures varied substantially.

EntrSL interpretation

This paper informs the design or evaluation of service-learning and experiential-learning work. Its findings should be interpreted within the reported design and context, not treated as universal or necessarily causal evidence.

Limitations and boundary conditions

Domain-specific review; heterogeneous interventions prevent a single causal estimate.

Scoring rationale

• EntrSL relevance: 4/5. Directness to service-learning, experiential learning, higher education, entrepreneurship, reflection, reciprocity, or institutional practice.
• Evidence quality: 5/5. Based on design transparency, sample or review breadth, analytical fit, and inferential limits.
• Journal standing is separate. OpenAlex two-year mean citedness and h-index are descriptive source metrics and do not increase this paper’s evidence score.

Citation

Victória Figueiredo Motta; Simone Vasconcelos Ribeiro Galina (2023). “Experiential learning in entrepreneurship education: A systematic literature review.” Teaching and Teacher Education. https://doi.org/10.1016/j.tate.2022.103919