Bridging theory and pedagogy in entrepreneurship education: a TCCM-based systematic review of higher-education curricula

Entrepreneurship education (EE) in higher education (HE) is vital for enhancing students’ professional preparation, innovative capacity, and adaptability in constantly changing socioeconomic situations. Previous work emphasizes the relevance of theoretical foundations in EE, but little emphasis has been paid to how learning theories are referenced and translated into entrepreneurship curriculum design. In response, this systematic study reviews 39 peer-reviewed articles published between 2013 and 2025 to map how learning theory is referenced and operationalized in EE curriculum design. The review, guided by the TCCM (Theory, Context, Characteristics, Methodology) framework, maps patterns of theoretical engagement and highlights areas where clear links between theory and curricular design are articulated. We find that 64% translate their referenced theory into identified curriculum elements, with Experiential Learning Theory most consistently operationalized, whereas Constructivist Learning Theory and Transformative Learning Theory were more commonly used as conceptual justification. By situating EE curriculum design within broader discourses, the study maps how theoretical frameworks are reflected in program goals, curriculum design, and pedagogical practices. These findings strengthen the conceptual underpinnings of theory-informed EE and provide direction for future research on how educational theories are operationalized within EE curricula.