Analysing the total interactions amid elements of entrepreneurial education

Abstract Entrepreneurial education plays a vital role in equipping students with the skills and mind‐set necessary for success in the dynamic business landscape. While existing literature acknowledges the importance of entrepreneurial education, there is a lack of specific guidance on how courses can be designed to effectively cultivate entrepreneurial abilities among students considering vital elements. This research addresses this gap by focusing on the interactions among elements of entrepreneurial education course design. The study employs a systems approach, utilising the Total Interpretive Structure Model (TISM) and Matrice d'Impacts Croisés‐Multiplication Appliquée à un Classement (MICMAC) to analyse the hierarchical relationships among factors. Using the nominal group technique (NGT), driving elements are identified, highlighting their crucial role in shaping the overall educational experience. The major findings highlight demonstration of start‐up success stories and enhancement of networking skills as the most crucial elements of entrepreneurial education. The leadership capabilities, self‐assessment against odds and business feasibility analysis were found to be the most dependent elements. The results, along with the practical implications of the research given at the end, enhance the robustness and applicability of the results, providing actionable insights for educational policy makers, institute academicians and content developers. This research contributes to the ongoing discourse on entrepreneurial education by offering a structured approach to designing course structures that foster entrepreneurial skills and innovation among students, thus empowering the next generation of entrepreneurs and business leaders. Context and implications Rationale for this study: The study provides actionable insights for course designers, policy makers and educators, identifying key factors to improve entrepreneurial education through a systems approach and analysing their interrelationships. Why the new findings matter: The findings highlight key factors influencing educational effectiveness, offering actionable insights to improve course design, enhance student outcomes, and foster essential skills for success in dynamic environments. Implications for policy makers, academicians and content developers: The study offers valuable implications for policy makers, academicians and content developers in designing entrepreneurial education programmes. By identifying key driving elements, such as start‐up success stories and networking skills, the research provides a clear framework for prioritising course components. Policy makers can use these insights to shape educational policies, while academicians and content developers can create more targeted, effective curricula that enhance student outcomes. The study encourages further exploration of regional variations and the integration of technology in course delivery, offering a pathway for future research to refine and adapt entrepreneurial education to diverse global contexts and evolving educational trends.