Evaluating a teaching approach to foster collaborative entrepreneurship skills in technical students

This study evaluates a pedagogical model aimed at enhancing collaborative entrepreneurship competencies in students pursuing technical careers, addressing the gap in current technical education regarding entrepreneurial skills. Entrepreneurship is recognized as essential for the economic and social development of a country, yet technical career programs often lack sufficient focus on the collaborative aspects of entrepreneurship, such as leadership, team communication, and mediation. The research sought to test Moscoso's pedagogical model, integrating these competencies into the curriculum. Specific objectives included designing a model for developing these skills, assessing its impact through a student questionnaire, and proposing practical implementation strategies. The theoretical framework explored entrepreneurship-related concepts, including the entrepreneur profile and collaborative competencies. A quantitative methodology with a non-experimental, cross-sectional design was employed, using a 50-question survey with Likert scales to evaluate students’ collaborative entrepreneurship competencies. The target population consisted of 49 randomly selected students. The results indicated an average level of development in collaborative entrepreneurship skills, with mediation communication scoring the highest at 4.531, followed by leadership at 4.035, and team communication at 3.708. The study confirmed a positive and significant correlation between the model’s dimensions and the development of these competencies, supporting the hypothesis that the model enhances students' professional skills. The findings suggest that implementing this model could improve graduates' work performance, and future research should expand to include a broader range of entrepreneurial skills and a more diverse student population.