Researchers Xiaoshi Chen and Jixu Zhu from SEGi University published their research which investigates how a project-driven flipped classroom approach can enhance learning outcomes in entrepreneurship education. Published in Springer Nature Link, the study examines the Foundation of Entrepreneurship course at Guangzhou City University of Technology.
The research highlights the challenges of traditional teaching methods, which often fail to effectively engage students or cultivate entrepreneurial skills. Flipped classroom teaching—a model that combines self-study before class with collaboration during class—is proposed as an innovative alternative to address these shortcomings.
The study involved a teaching experiment conducted over one semester, comparing two groups of students:
- The experimental group employed a project-driven flipped classroom model, encouraging students to engage in practical, collaborative projects.
- The control group adhered to a conventional lecture-based teaching model.
The results, analysed using a t-test, showed that the project-driven flipped classroom significantly improved students’ interest in learning, entrepreneurial spirit, and teamwork abilities. These findings underscore the effectiveness of active learning strategies in fostering student engagement and innovation.
This research demonstrates the potential of integrating flipped classroom techniques with project-based learning to transform entrepreneurship education. By adopting these methods, educators can create more dynamic and impactful learning experiences, preparing students for entrepreneurial success in a rapidly evolving world.
This initiative aligns with the United Nations Sustainable Development Goals, specifically:
- SDG 4: Quality Education
- SDG 8: Decent Work and Economic Growth