Entrepreneurial education is a key component of higher education, particularly in regional contexts with limited resources such as Apurímac. However, there is limited evidence on how creativity, teaching, and practical performance interact within public universities in the Andean region. This study employed a quantitative, explanatory, and cross-sectional design. A validated questionnaire was administered to 304 students from two public universities in Apurímac. Data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM), assessing validity, reliability, and structural effects. Entrepreneurial creativity showed a strong effect on teaching and an even stronger effect on practical performance, becoming the most influential predictor in the model. Teaching also exhibited a direct and significant, though moderate, effect on practical performance. The findings demonstrate that creativity is a central driver of entrepreneurial learning in educational contexts with structural constraints. Likewise, teaching contributes to the development of practical competencies, although its impact depends on institutional conditions. This study provides theoretical and practical insights to strengthen entrepreneurial education in regional public universities.
Sandy Guillen-Cuba (Sun,) studied this question.