Exploring the integration of project-based learning and flipped classroom to enhance students’ entrepreneurial skills in higher education

Purpose This study explores how integrating project-based learning (PjBL) and flipped classroom (FC) can enhance students’ entrepreneurial skills within a personalized learning environment at a private university in Indonesia. Design/methodology/approach Data were collected through in-depth interviews and triangulated with observational photographs capturing participants’ engagement during the learning process. Interview transcripts were analyzed using interpretive phenomenological analysis. Findings Thematic findings reveal that integrating FC and PjBL within a personalized learning framework enables students to (1) critically assess market opportunities, (2) design sustainable marketing strategies and (3) develop sound financial management models. The study also highlights the practical value of collaborative group training in entrepreneurship education, which positively influences students’ attitudes and deepens their entrepreneurial knowledge. Research limitations/implications Two key limitations are acknowledged: first, the study focuses solely on the development of student business plans without assessing long-term business sustainability; second, the research was conducted at a single institution with a limited sample size, restricting the generalizability of its findings to broader entrepreneurship education contexts in Indonesia. Originality/value The integration of FC and PjBL with personalized learning environments can support sustained entrepreneurial outcomes across diverse educational settings.