Abstract:

This full paper elucidates that engineering programs globally face pressure to foster entrepreneurial attitudes; nonetheless, the incorporation of entrepreneurship education into engineering curricula (IEE-EC) remains limited and disjointed. Therefore, this study examines the challenges to IEE-EC at Qatar University and presents a comprehensive challenge-strategy framework to facilitate implementation. A qualitative design integrated a systematic literature assessment of 39 peer-reviewed articles on entrepreneurship within engineering curricula with a focus group including ten experts in engineering and entrepreneurship. Thematic analysis identified closely interconnected structural, pedagogical, cultural, collaborative, and resource-related obstacles, such as congested and inflexible curricula, superficial integration, conventional lecture-based instruction, misaligned assessments, a risk-averse academic culture, weak university–industry–community connections, and resources limitations. The study identifies five strategic levers: curriculum design and overload, academic culture and evaluation, faculty capability and pedagogy, relationships and ecosystem, and resources and sustainability. The resulting framework provides institutions with a pragmatic guide for systematically integrating entrepreneurship into engineering programs and linking them with national innovation ecosystems.

Keywords:

Entrepreneurship education, engineering education, literature review, challenges, framework.