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<p>Over the past decade, entrepreneurship education (EE) in China has undergone a significant transformation, predominantly driven by top-down state policies. In 2015, the General Office of the State Council issued a strategic directive promoting widespread EE integration across higher education, marking the beginning of mass-scale curriculum adoption. A second turning point emerged after 2020, with the emphasis shifting toward ‘integration of disciplinary and entrepreneurial education,’ aligning with national strategies for technological self-reliance. This paper adopts a retroductive research strategy grounded in critical realism to uncover the generative mechanisms behind these policy events. By constructing a three-layer analytical framework (empirical, actual, and real), the study reveals how structural constraints and interactive mechanisms shaped the evolution of EE. The 2015 policy is interpreted as a ‘safety valve’ responding to structural employment pressure, while the post-2020 reform reflects a ‘requisition logic’ driven by national innovation demands. Findings highlight China’s path-dependent, mechanism-oriented policy dynamics and provide theoretical insights into structurally induced educational reforms in non-Western contexts.</p>

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Key policy events and generative mechanisms of entrepreneurship education in China: a retroductive analysis

  • 期刊论文

  • 发表日期：

    2025年12月5日

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  • Liyue Xu,
  • Mohammad Reevany Bin Bustami

摘要

Over the past decade, entrepreneurship education (EE) in China has undergone a significant transformation, predominantly driven by top-down state policies. In 2015, the General Office of the State Council issued a strategic directive promoting widespread EE integration across higher education, marking the beginning of mass-scale curriculum adoption. A second turning point emerged after 2020, with the emphasis shifting toward ‘integration of disciplinary and entrepreneurial education,’ aligning with national strategies for technological self-reliance. This paper adopts a retroductive research strategy grounded in critical realism to uncover the generative mechanisms behind these policy events. By constructing a three-layer analytical framework (empirical, actual, and real), the study reveals how structural constraints and interactive mechanisms shaped the evolution of EE. The 2015 policy is interpreted as a ‘safety valve’ responding to structural employment pressure, while the post-2020 reform reflects a ‘requisition logic’ driven by national innovation demands. Findings highlight China’s path-dependent, mechanism-oriented policy dynamics and provide theoretical insights into structurally induced educational reforms in non-Western contexts.