Pathways to integrated learning outcomes in professional and entrepreneurship education: Evidence from student perceptions

Drawing on the resource-based view, constructivist learning theory, and the theory of planned behavior, this study develops a process-oriented framework conceptualized as “resource input-cognitive construction-behavioral engagement” to examine how integrated learning outcomes in professional and entrepreneurship education are associated with multiple educational factors. Using survey data from 584 university students, the empirical analysis indicates that teaching content, teacher competence, student engagement, and university-enterprise resources are all positively associated with integrated learning outcomes. These associations are primarily reflected through instructional practice effectiveness as a key process variable. In contrast, policy support shows no significant direct association with learning outcomes but appears to be related through indirect pathways. By adopting a process perspective, this study highlights how educational resources, instructional practices, and student engagement jointly relate to learning outcomes in integrated education contexts. The findings offer implications for improving curriculum design, strengthening practice-oriented teaching, enhancing teacher competence, and promoting university enterprise collaboration in higher education.