A Transformative Human-Centered Interdisciplinary Design of Entrepreneurship Education for a Technological Future

This paper explores interdisciplinary, human-centered entrepreneurship education that builds entrepreneurial self-efficacy and transformative learning among students. Grounded in Bandura’s social cognitive theory and Mezirow’s transformative learning theory, our study examines a co-curricular entrepreneurship pedagogy embedded within a National Science Foundation project. Using qualitative data from reflections, interviews, and observations, the study identifies stakeholder engagement, community-based design, and self-reflection as activities that support sustainable perspective shifts. The findings show that interdisciplinary, real-world challenges function as disorienting dilemmas that promote empathy and critical thinking. The study offers a replicable instructional model that integrates coursework, applied projects, practice-based engagement, and institutional support. This model demonstrates that entrepreneurship education can be designed to support both “can do” and “will become” student habits of the mind.