創業是蒙古經濟的關鍵驅動力，但在該國仍處於發展階段。中小企業佔蒙古所有就業崗位的52.5%，凸顯了培養合格和技能型企業家供應的重要性。探討了基於項目的學習 (PBL) 對蒙古國立大學 (NUM) 工程專業學生創業思維的影響。該研究重點關注 NUM Startup 2.0 計劃，這是一項為期五個月的計劃，學生和教授合作構建一家白手起家的初創公司。
通過定性研究方法，該研究對 NUM Startup 2.0 計劃的參與者進行了訪談。使用主題分析對從這些半結構化深入訪談中收集的數據進行了分析。研究結果表明，PBL 方法及其關鍵組成部分“小組合作”、“教育者扮演促進者角色”、“推動活動的問題或問題”、“走出課堂”和“學生擁有項目所有權”，積極影響學生的創業思維，增強諸如“溝通能力”、“自信”、“創新性”、“解決問題的能力”、“競爭性”、“主動性”、“自主性”，表明該領域需要進一步發展。
該研究強調了不斷更新項目課程、提高學生參與度和更全面的反饋機制的必要性。它還強調了在大學內更廣泛地推廣此類項目的重要性。研究結果為教育工作者、課程設計者和學生提供了寶貴的見解。創業教育領域的政策制定者，並建議如何為學生，特別是那些具有工程背景的學生設計更好的課程。

Entrepreneurship, a key driver of the Mongolian economy, is still in its developmental stages in the country. Small and medium businesses, which account for 52.5% of all jobs in Mongolia, underscore the importance of fostering a qualified and skilled supply of entrepreneurs. This research explores the impact of project-based learning (PBL) on the entrepreneurial mindset of engineering students at the National University of Mongolia (NUM). The study focuses on the NUM Startup 2.0 program, a five-month initiative where students and professors collaborate to build a startup company from scratch.
Through a qualitative research methodology, the study conducted interviews with participants of the NUM Startup 2.0 program. The data collected from these semi-structured in-depth interviews were analyzed using thematic analysis. The findings reveal that the PBL approach, with its key components such as "working in a group", "educator plays facilitator role", "question or problem to drive activities", "out of classroom", and "student takes ownership of a project", positively impacts students' entrepreneurial mindset, enhancing traits like "communication skills", "self-confidence", "innovativeness", "problem-solving", "competitive aggressiveness", "proactiveness", and "autonomy". However, the program did not significantly stimulate "risk-taking" skills, indicating a need for further development in this area.
The research underscores the need for continual updates to the program curriculum, greater student involvement, and more comprehensive feedback mechanisms. It also highlights the importance of promoting such programs more widely within the university. The findings provide valuable insights for educators, curriculum designers, and policymakers in the field of entrepreneurship education, and suggest ways to design better curricula for students, particularly those with engineering backgrounds. This research contributes to the growing body of knowledge on entrepreneurship education and PBL and offers a fresh perspective on fostering an entrepreneurial mindset in students.

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