Bridging Pedagogy and Practice

This chapter synthesises research on experiential learning in entrepreneurship education to clarify its role in regional micro, small, and medium enterprises (MSME) development. Using theory synthesis approach, it integrates insights from 145 studies to reveal four key dimensions. Emotional meta-competence and project-based learning cultivate affective and conative development, enhancing opportunity recognition, creativity, and teamwork. Socially situated, action-oriented pedagogies build judgment and reflexivity through real-world engagement and social interaction. Context-sensitive learning environments and institutional settings shape entrepreneurial mindsets through hybrid, practice-based approaches that foster self-awareness, risk-taking, and adaptability. Feedback-driven assessments strengthen self-efficacy, communication, and identity formation through iterative reflection and peer collaboration. Building on these insights, the chapter proposes a conceptual framework that theorises experiential entrepreneurship education as a multi-level capability-building mechanism linking pedagogy, meta-competence, assessment, and regional outcomes to drive MSME resilience, inclusive growth, and regional innovation. The chapter outlines a research agenda calling for systematic evaluation of pedagogical effectiveness, deeper theorisation of meta-competencies, context-sensitive assessment design, and empirical testing of experiential learning within regional MSME ecosystems.