Status, Opportunities and Challenges of College Entrepreneurship Education and Competence of Teachers Basis for Strategic Plan

Abstract

College entrepreneurship education played an increasingly vital role in modern society. As innovation and entrepreneurship gained greater attention, such education became an essential component of the university system. This study aimed to examine the status, opportunities, and challenges of entrepreneurship education in colleges and universities, and to explore the importance of teacher competence in strategic planning. A quantitative research design was employed, using a stratified sampling survey of college teachers in Hunan Province. The findings showed that entrepreneurship education engaged a broad and diverse group of respondents across various demographics, including age, gender, educational attainment, years of service, marital status, and professional fields. Teachers aged 31–50 formed the majority, although a considerable number of young respondents aged 18–30 also participated, indicating diverse representation. Gender distribution appeared relatively balanced, reflecting inclusivity in the field. Undergraduate and master’s degree holders constituted the largest portion of respondents, suggesting the need to strengthen participation among those with lower academic qualifications. Teachers’ competence was shaped by entrepreneurial resources, opportunity identification abilities, professional knowledge, training policies, and individual skill levels. University entrepreneurship education demonstrated positive characteristics in terms of coverage, structure, management, strategic direction, and adoption of best practices. It offered students varied practical learning opportunities and institutional support. Teachers exhibited strong skills in utilizing entrepreneurial resources, transferring knowledge, sharing experience, participating in training, and applying appropriate teaching methods. They emphasized individualized student development and the cultivation of innovation and entrepreneurial capabilities. Despite emerging opportunities—such as increased government and societal support, as well as advances in information technology—challenges persisted, including inconsistent teacher quality and limited teaching resources. The study suggested that improving teacher competence through targeted training, enhanced resource allocation, curriculum refinement, and strengthened evaluation systems would help elevate the overall quality of entrepreneurship education and support its sustained development.