A Digital Model For Inclusive Entrepreneurship Education: Evidence From A University With Online Education

The digital transformation of higher education has expanded opportunities to deliver entrepreneurship education through inclusive online learning environments. This study examines the effectiveness of an experiential online Entrepreneurship Education (EE) model implemented at Universidad Técnica Particular de Loja (UTPL), a university offering online education. The model integrates theoretical instruction with experiential learning strategies supported by digital environments, including virtual bootcamps, mentoring processes, and ecosystem-based incubation support aimed at strengthening entrepreneurial competencies. A quantitative pretest–posttest design was applied to a sample of 2,245 undergraduate students enrolled in the online Entrepreneurship course during the October 2024–February 2025 academic term. The study evaluates changes in four key entrepreneurial dimensions: entrepreneurial intention, entrepreneurial mindset, entrepreneurial passion, and entrepreneurial self-efficacy. Results show positive increases across all dimensions after completing the course. Entrepreneurial self-efficacy exhibited the greatest improvement (Δ = +0.64), while entrepreneurial mindset showed moderate growth (Δ = +0.30). These findings indicate that structured experiential learning activities delivered through digital platforms can significantly enhance students’ confidence, opportunity recognition, and readiness to engage in entrepreneurial behavior. This research provides large-scale empirical evidence from Latin America and highlights the potential of digitally mediated pedagogical models to promote inclusive entrepreneurship education in online higher education environments.