Objective: This study analyzes how active methodologies, with an emphasis on Problem-Based Learning (PBL) and gamification, contribute to Entrepreneurship Education in higher education by incorporating ESG perspectives and addressing the challenges posed by digital transformation, based on the perceptions of students and faculty from a private institution. Theoretical Framework: The research is grounded in references on Entrepreneurship Education, active methodologies, ESG, and pedagogical innovation, highlighting the role of the educational entrepreneur as a mediator of the integration between teaching practices, digital transformation, and sustainable values. Method: A mixed and descriptive approach was adopted. Questionnaires were applied to 66 Business Administration students, between June 2 and 27, 2025, and three semi-structured interviews were conducted with specialists. Quantitative data were analyzed using descriptive statistics, and qualitative data were examined through content analysis. Results and Discussion: The findings indicate that PBL and gamification enhance student motivation, engagement, and protagonism, fostering critical, creative, and collaborative skills. The integration of ESG principles proved relevant to entrepreneurial education, although limited by institutional and structural barriers and by the need for better teacher preparation in the context of digital transformation. Implications and Originality: The study reinforces the importance of pedagogical intentionality and the role of the educational entrepreneur in articulating active methodologies, ESG, and technological innovation. The originality lies in highlighting the convergence of these elements in Entrepreneurship Education, emphasizing the strategic role of the educational entrepreneur in building an innovative, ethical, and socially committed university.
Gomes et al. (Fri,) studied this question.