This article examines how students in higher education can be inspired to develop creativity, initiative, and visionary thinking through playful, arts-based explorations of pedagogical entrepreneurship. In the study, students analyzed transcribed interviews with pedagogical entrepreneurs using exercises rooted in aesthetic and arts-based approaches designed to foster engagement, identification, and immersion. Drawing from a design-based research methodology, these exercises were refined through iterative cycles. Initial versions were developed by the research team and subsequently tested with approximately 200 students as part of their compulsory courses. The study suggests that arts-based approaches in analysis sessions can enhance emotional engagement and identification among students, helping them connect with pedagogical entrepreneurs as role models and envision themselves as future pedagogical entrepreneurs.
Mikkel Snorre Wilms Boysen (Mon,) studied this question.