The role of teaching practices in the development of entrepreneurial skills:

Case study at the UAEMÉX Temascaltepec University Center

Abstract

Entrepreneurship education is crucial for comprehensive higher learning, necessitating strategies that foster entrepreneurial knowledge, skills, and attitudes. However, the preparedness level of university faculty in this domain remains unclear. This study aimed to identify both the knowledge and practices that university educators apply to develop entrepreneurial skills. A qualitative descriptive study was conducted through an online survey of fifty-four faculty members from the Temascaltepec University Center. Findings reveal that educators possess diverse academic backgrounds, including accounting, law, administrative computing, agricultural engineering, zootechnical engineering, and psychology. Notably, 64.8% of respondents have entrepreneurial experience, while 81.5% express intentions to start a business. Teaching methodologies include direct instruction, problem-based learning, challenge-based learning, collaborative learning, project participation, simulation exercises, guided industry tours, and interactions with local entrepreneurs and experts. The study concludes that educators responsible for entrepreneurship instruction need to cultivate personal and pedagogical competencies to nurture an entrepreneurial mindset in students. Recommendations include implementing continuous professional development programs and creating platforms for experience exchange among educators. This research contributes to the knowledge of entrepreneurship education in higher learning institutions and underscores the importance of a well-prepared faculty. Future studies could explore the long-term impact of these teaching practices on graduates' entrepreneurial performance and success.