Fostering Entrepreneurial Competencies in Higher Education: Trends, Challenges, Legal Issues and Impacts on Student Success

Zarrina  Rakhimova; Bakhromjon  Topildiev; Shavkat Nazarov; Mokhigul  Kadirova; Nozimakhon  Sobirova; Manzura Rustamova; Khamida  Nusratova

doi:10.48161/qaj.v5n3a1712

Authors

Zarrina Rakhimova Department of Languages, Faculty of Social Science and Language, ISFT Institute, Tashkent 100140, Uzbekistan;
Bakhromjon R. Topildiev Department of Department of Civil Law, Tashkent State University of Law, Tashkent 100000, Uzbekistan;
Shavkat N. Nazarov Department of Public Administration, Public Law Faculty, Tashkent State University of Law, Tashkent 100000, Uzbekistan;
Mokhigul X. Kadirova Department of Criminal Procedure Law, Criminal Justice Faculty, Tashkent State University of Law, Tashkent 100000, Uzbekistan;
Nozimakhon M. Sobirova Department of Criminal Law, Criminal Justice Faculty, Tashkent State University of Law, Tashkent 100000, Uzbekistan;
Manzura M. Rustamova Department of Preschool and Primary Education Methodology, Faculty of Education, Kimyo International University in Tashkent, Tashkent 100121, Uzbekistan;
Khamida C. Nusratova Department of Preschool and Primary Education Methodology, Faculty of Education, Kimyo International University in Tashkent 100121, Uzbekistan.

DOI:

https://doi.org/10.48161/qaj.v5n3a1712

Keywords:

Entrepreneurial Competencies, Higher Education, Experiential Learning, University-Industry Collaboration, Entrepreneurship Education Policy

Abstract

In an age where innovation and adaptability define economic success, the development of entrepreneurial competencies in higher education has become both a priority and a necessity. While prior research has extensively documented the effectiveness of experiential learning in fostering entrepreneurial mindsets, few studies bridge the expectations of such training with its real-world institutional challenges. This study contributes to that dialogue by examining how structured entrepreneurship education at ISFT Institute affects students' entrepreneurial self-efficacy, business creation rates, and employability. Drawing from a sample of 162 students and combining qualitative and quantitative data, the findings indicate that hands-on learning significantly outperforms traditional theoretical instruction in nurturing entrepreneurial intent. Notably, access to mentorship and industry networks amplifies these effects. However, despite these gains, the study underscores persistent challenges, including limited funding, fragmented policy implementation, and faculty resistance, which create a misalignment between policy ambition and operational reality. The absence of a significant research gap in the literature emphasizes the urgency for translating well-documented strategies into practice. This paper argues that a holistic, interdisciplinary approach—paired with regulatory and institutional reforms is critical to achieving the full potential of entrepreneurship education in higher education institutions.

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