Background Entrepreneurial learning, or the acquisition of entrepreneurial skills, in

Entrepreneurship Education (EE) is believed to be an important key to supporting learners to become entrepreneurial, which means it needs to be approached systematically. Competence models provide a platform to meaningfully embed varying interpretations, learning outcomes, and roles of EE and allow educators and other stakeholders to apply EE systematically throughout all education levels. The aim of this study was to understand how systematic entrepreneurship competence development throughout the education levels is conceptualized in different EE competence models. In other words, what are the critical aspects to consider while constructing systematic competence models for EE purposes? The results of the analysis of the competence models help educators, school boards, policymakers, local municipalities, researchers, and other relevant stakeholders to obtain a clearer understanding of how EE learning outcomes can be systematically achieved at all education levels. However, lacking empirical proof regarding the impact of the models' application, these models represent the "optimal set" of expected competencies for specific education levels and types. In its original form, a competence model established for a specific education system is unlikely to fit the needs and aims of other education systems. Thus, it is recommended that any model be adapted to a specific need and with a focus on learning outcomes.

The study investigates student experiences of entrepreneurship education and focuses on gaining a better understanding of the main sources of emotions as well as the role and dynamics of emotions in learning. Data was collected in three entrepreneurship education settings in Estonia, Finland and Namibia using in-depth interviews (N = 79) and was analysed using qualitative thematic analysis. As a result, three themes highlighting the main sources of emotions were identified: 1) new kind of learning environment, 2) collaborative learning, and 3) challenging tasks. The learning environment sub-categories were: 1a) uncertainty and confusion, 1b) theory versus practice and 1c) support from outside. The collaborative learning sub-categories consist of: 2a) teamwork, 2b) time pressure and 2c) individual differences. Challenging tasks had the sub-categories: 3a) overcoming knowledge and skills gaps, 3b) interacting with the outside world and 3c) leadership and managing people. In addition, dynamic patterns of emotions in the course of learning processes were identified.

Although entrepreneurship education (EE) has gained popularity internationally, empirical work is scarce on the factors which influence the underlying learning process. This article presents the experiences of a European summer school where factors which contribute to entrepreneurial learning in interdisciplinary, intercultural student groups were elicited and analysed via student reflection. A total of 35 professional and scientific bachelor students from the Netherlands, Latvia and Estonia worked together in groups of five to develop initial business plans at a 10-day summer school. Heterogeneity -including disciplinary and cultural differences -contributed to learning within the groups but also caused confusion and misunderstandings in the entrepreneurship education context. Particularly the factors embracing members' knowledge, experiences and skills, problem solving and decision making and leadership showed dynamics which appeared to be specific to the context of EE. The results contribute to a better understanding of student learning in EE settings.