Shihan Chen, Jun Li, Hao Zhang
Purpose A central issue in entrepreneurship education is how to effectively foster students' entrepreneurial capabilities. This study addresses two gaps: the unclear prioritization of competencies for novice students and the limited application/evaluation of specific educational technologies. It investigates how key learning activities unfold within a simulated entrepreneurial project to illuminate effective contextual design, teaching strategies, and nascent entrepreneurial activities. Design/methodology/approach Employing a systematic Practical Epistemology Analysis (PEA) of typical cases within a simulated entrepreneurial experiment, the study collected extensive quantitative and qualitative materials. The framework for nascent entrepreneurial competency development was constructed through thematic analysis. Findings The PEA results inform issues of effective contextual design and teaching strategies from a meaning-making perspective. A synthesized 3-level, 6-theme framework for developing college students' nascent entrepreneurship is proposed, enhancing the understanding of related education and support activities. Originality/value The study demonstrates the theoretical and practical value of entrepreneurial bricolage in guiding the design and assessment of simulated projects. It proposes a social identity-based gamified design model for differentiated teaching and develops a novice competency framework, confirming the critical role of social context and identity in early-stage entrepreneurship.