Motivational Factors Influencing Higher Education Students’ Participation in Entrepreneurship Projects and Competitions: A Scoping Review Protocol

This scoping review aims to map and characterize the existing evidence on motivational factors influencing higher education students’ participation in entrepreneurship projects and competitions. Entrepreneurship in higher education has become a strategic pillar of 21st-century education, transcending mere business creation to act as a crucial driver for the development of transversal competencies such as critical thinking, resilience, creativity, and problem-solving. In a rapidly evolving labor market, shaped by technological volatility and global socio-economic dynamics, these competencies have become essential assets for graduates across all fields of study. In this context, higher education institutions have increasingly integrated the entrepreneurial ecosystem within their curricula, actively promoting student participation in practical initiatives such as projects, incubators, and particularly entrepreneurship competitions. These activities serve as real-world microcosms, providing fertile ground for the application of theoretical knowledge, experiential learning, risk-free simulation, and the construction of valuable professional networks. Beyond extracurricular engagement, they are considered vital mechanisms for fostering innovation and entrepreneurial mindset, empowering students to become change agents within their communities and professional sectors. However, the success and impact of these initiatives are intrinsically linked to a key determinant: student motivation. Sporadic participation or engagement driven by superficial incentives undermines the potential for meaningful learning and transformation. Understanding the complex web of motivational factors—which may be intrinsic (e.g., personal fulfillment, intellectual curiosity, self-efficacy) or extrinsic (e.g., monetary rewards, academic recognition, career advantages)—is therefore critical. Such understanding enables educators, policymakers, and academic managers to design more effective and targeted interventions, programs, and policies, aligned with the genuine needs and aspirations of their student populations. Despite its importance, the literature on motivational factors driving participation in higher education entrepreneurship remains fragmented and unsystematized. Existing studies span multiple disciplines—from psychology to management, education, and social sciences—employ a wide range of methodologies, and focus on highly specific geographic and institutional contexts. While this diversity enriches perspectives, it also creates a disjointed landscape, hindering a consolidated and holistic understanding of the current state of knowledge. There is, therefore, a clear need for organization and mapping of this body of evidence. In response, this scoping review seeks to synthesize and clarify the available literature following the rigorous methodology of the Joanna Briggs Institute (JBI). Its primary aim is not to assess the quality of evidence or synthesize results, as in a systematic review, but rather to map the scope, nature, and extent of the literature. Through this process, the review will identify the types of evidence available, catalog reported motivational factors, clarify key concepts, and highlight gaps warranting further investigation. Ultimately, it will provide a solid and organized foundation for advancing knowledge in this critical area of higher education and entrepreneurship.