Impacto de la implementación de proyectos de aula en el desarrollo de habilidades emprendedoras en estudiantes de la Universidad Estatal de Milagro

Freddy Leonardo Garaicoa Fuentes; Mayra D’Armas Regnault

doi:10.63688/0w2yzs36

Authors

Freddy Leonardo Garaicoa Fuentes Universidad Estatal de Milagro Author https://orcid.org/0000-0003-0608-0411
Mayra D’Armas Regnault Universidad Estatal de Milagro Author https://orcid.org/0000-0002-6288-1566

DOI:

https://doi.org/10.63688/0w2yzs36

Keywords:

classroom projects, entrepreneurial skills, higher education, project-based learning, entrepreneurial competencies

Abstract

Strengthening entrepreneurial skills in higher education constitutes a priority challenge for universities, particularly in Latin American contexts where entrepreneurship represents a relevant alternative for labor market insertion and territorial development. The present study analyzed the impact of implementing entrepreneurship-focused classroom projects on entrepreneurial skill development in students at Universidad Estatal de Milagro. The research was conducted through a quantitative, non-experimental, cross-sectional, descriptive-correlational design applied to 379 students from programs that incorporate classroom projects, selected through purposive sampling. A validated questionnaire was used to measure classroom project implementation (planning, active methodology, faculty support, resources, community linkage) and entrepreneurial skills (creativity, innovation, teamwork, leadership, initiative, problem-solving). Results reveal that classroom project implementation achieved a mean of 4.11, with active methodology standing out as a strength and resources as the main improvement area, while entrepreneurial skills registered a mean of 4.23, with teamwork leading and leadership lagging. The strong positive and statistically significant correlation between both variables (r = 0.71; p < 0.001) confirms that systematic implementation of classroom projects positively impacts entrepreneurial skill development, identifying institutional support as a key moderating variable to maximize formative effectiveness in university contexts.

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