Science and technology-based entrepreneurship education (SBEE) is crucial for the valorisation of newly developed fundamental knowledge and innovative technology in science faculties. This is an important factor in enabling science to respond to societal challenges related to sustainability. However, its didactics are currently underdeveloped. Experiential learning plays an important role in SBEE. Against this background, the current study addresses the following research question: What are the specifications of experiential learning for further developing the didactics of SBEE, as identified through systematic assessment? The study reveals that significant improvement is possible when systematic attention is paid to the implementation of four core activities of experiential learning: bringing real-worldness into the learning setting, recognising the ill-defined nature of management problems and entrepreneurial challenges, encouraging involvement in the execution of management interventions, and highlighting the importance of reflection. Furthermore, we draw upon the literature stating that for a experiential learning effect, the sole focus on a business logic in current SBEE needs to be transcended to enable such entrepreneurship and sustainability education to contribute to the kind of out-of-the-box technological innovation solutions required for the current, pressing sustainability challenges that society faces. This study provides the first evidence that dedicated attention to critical reflection is a crucial component in the design of the experiential learning process for science- and technology-based entrepreneurship and sustainability education.

中文翻译：

---

在基于科技的创业教育中实现变革性的体验式学习，以实现可持续的技术创新


基于科学技术的创业教育（SBEE）对于科学学院新开发的基础知识和创新技术的价值至关重要。这是使科学能够应对与可持续性相关的社会挑战的重要因素。然而，其教学法目前尚不发达。体验式学习在 SBEE 中发挥着重要作用。在此背景下，本研究解决了以下研究问题：通过系统评估确定的进一步发展 SBEE 教学法的体验式学习的规范是什么？研究表明，如果系统地关注体验式学习的四项核心活动的实施，就可能取得显着的进步：将现实世界带入学习环境，认识到管理问题和创业挑战的不明确性质，鼓励参与执行管理干预措施，并强调反思的重要性。此外，我们借鉴文献指出，为了实现体验式学习效果，当前 SBEE 中对商业逻辑的唯一关注需要超越，以使这种创业和可持续发展教育能够为开箱即用的技术做出贡献。社会当前面临的紧迫可持续发展挑战所需的创新解决方案。这项研究提供了第一个证据，表明对批判性反思的专注是设计基于科学技术的创业和可持续发展教育的体验式学习过程的关键组成部分。