Abstract Intuition is one of the characteristics of entrepreneurs and an important factor in the decision-making processes of entrepreneurs. In recent years, at the same time as the development of entrepreneurship as an interdisciplinary science, intuition and providing different definitions of it have not been noticed by researchers and researchers in this field, and many researches have not been written in this field. This is despite the fact that in other fields of humanities, especially management (with which entrepreneurship is closely related), basic sciences and even medical sciences, there is a suitable background and theoretical literature about this. On the other hand, it seems that the theoretical and epistemological foundations of this concept have not been researched as much as necessary in the few researches that have been conducted, and very little research has been done in this field. In this article, firstly, the definitions and researches about intuition are reviewed, and secondly, the little researches that have been done in entrepreneurship and its relationship with other sciences are discussed.

The study aimed at assessing entrepreneurship sense and the methods to improve entrepreneurship education among agricultural students of Bu-Ali-Sina University through a survey research. The research samples consisted of 160 both female and male students in both undergraduate and graduate levels on agricultural major. For data collection, the questionnaire and for selecting samples a random sampling method was used. Cronbach Alpha coefficient to determine reliability of questionnaire calculated equal to 0.79. Results of the study showed there were no significant relationships between the gender, age, education level, and education majors of respondents and entrepreneurship sense of the students, but there was only one significant relationship between employment status of students and entrepreneurship sense of them. This means the students who have a job during their education; they will have higher level of entrepreneurship sense.

The aim of this paper was to identify challenges and provide solutions for the development of entrepreneurship education in higher education of Iran. According to the analysis and description of the research related to entrepreneurship education, the major challenges are: school resources, colleges and training centers for entrepreneurship, technology, credit, Trade and business relationship with the academic community, faculty, and research. This paper presents recommendations for improving the existing situation and suggestions for managers, decision makers and researchers in the future.

The present article was conducted with the aim of making education entrepreneurial in schools. This research was applied in terms of purpose and was conducted with a qualitative method of synthesis research and semi-structured interviews with experts, and the statistical corpus included all studies published between 2003 and 2021. To this aim, 600 studies on the subject were evaluated and finally 125 studies were selected purposefully. In the second step, interviews were conducted with 30 experts in the field until theoretical saturation was reached. By analyzing the content and implementing the interviews conducted, a total of 90 main codes, 18 axial codes, and 7 open codes were analyzed. The results of the analysis were divided into two sections: the current state of entrepreneurship education and entrepreneurship education. In addition, the results of indicated that in the current situation, schools are faced with weaknesses in policy-making and macro-goals, micro-targeting and small-scale targeting, human resources, educational content, educational space and facilities, and evaluation and follow-up. In this context, it is necessary to specifically attend to the basic infrastructure of entrepreneurship education, the creation of value-added schools, the launch of a teacher update system, and the creation of a coaching and follow-up system in order to meet the prerequisites of entrepreneurship education.

Objective: In the evolving landscape of engineering education, a profound transformation is underway, emphasizing the imperative of cultivating an entrepreneurial mindset in students to address complex societal and environmental challenges through innovative solutions. This study endeavors to significantly contribute to this educational paradigm shift by presenting a meticulously crafted framework that transcends the dichotomy between theoretical knowledge and its practical application in the realm of design-entrepreneurship education. The core objective is to present a framework of design-entrepreneurship concepts in engineering education to help teachers to design their educational teaching models based on it and use it for cultivating entrepreneurial mindset among engineering student. Method: The research methodology employed a rigorous analysis of 72 scientific sources, encompassing papers, books, and theses culled from reputable databases, including Web of Science, Scopus, and Google Scholar. Utilizing a summative content analysis design approach, the study embraced both inductive and deductive methods to synthesize representative literature on design-entrepreneurship. Qualitative data, gathered through a meticulous document analysis method, spanned a comprehensive timeframe of 12 years and 6 months, from 2010 to the first half of 2023.Result: After reviewing the studies, it was found that each definition, model, and framework of design-entrepreneurship emphasizes unique aspects in different fields. Recognizing the pressing need for a unified framework tailored to the distinctive needs of engineering students, the proposed model comprises three pivotal categories: design-entrepreneurship opportunity identification/design, design-entrepreneurship opportunity evaluation, and design-entrepreneurship opportunity exploitation. Within these categories, the framework unfolds with 11 components and 37 sub-components, encompassing critical aspects such as opportunity recognition/design, empathy, problem identification, ideation, solution selection, conceptualization, evaluation, intellectual property protection, branding, and production optimization.Conclusion: This paper concludes by strongly advocating for the seamless integration of the proposed theoretical foundation into engineering education. It provides a guiding beacon for professors and curriculum design specialists, encouraging them to leverage this framework as a cornerstone for developing courses that foster both entrepreneurial and design mindsets among engineering students. The delineated educational process serves as a roadmap, directing students to proficiently identify entrepreneurial opportunities, empathize with end-users, discern problems, cultivate creative ideas, select optimal solutions, conceptualize initial ideas, conduct comprehensive evaluations, safeguard intellectual property, devise branding strategies, and optimize production processes. As a visionary outlook, the framework presented here invites future studies to explore its adaptability across diverse disciplinary domains, fostering the creation of tailored models for educational design-entrepreneurship. Furthermore, researchers are urged to employ this framework as a foundational tool for constructing measurement instruments, thereby contributing to the ongoing refinement and enhancement of design-entrepreneurship education within engineering disciplines. This framework, poised at the intersection of entrepreneurial thinking and practical application, heralds a transformative era in engineering education, nurturing innovative and socially responsible engineers poised to tackle the challenges of the future.

Entrepreneurship has arguably emerged over the last two decades as the most robust economic force the world has ever experienced. With its expansion, has come a similar increase in the field of entrepreneurship education. The recent growth and developments in the curricula and programs devoted to entrepreneurship and new venture creation have been remarkable. The number of colleges and universities that offer courses related to entrepreneurship has grown from a handful in the 1970s to over 1,600 in 2005. In the midst of this huge expansion remains the challenge of complete academic legitimacy for entrepreneurship. While it can be argued that some legitimacy has been attained in the current state of entrapper eurship education, there are still critical challenges ahead. This article focuses on the trends and challenges in entrepreneurship education for the 21st century.