The rapidly evolving field of digital entrepreneurial education has been significantly shaped by advancements in technologies such as augmented reality (AR), virtual reality (VR), and artificial intelligence (AI). While these technologies have opened new possibilities for entrepreneurial learning, much of the existing research is fragmented, focusing on isolated tools or specific interventions. This piecemeal approach complicates efforts to identify overarching trends, theoretical frameworks, and practical applications relevant to educators, policymakers, and researchers. To address these challenges, this study employs a Bibliometric-Systematic Literature Review (B-SLR) methodology, combining quantitative bibliometric analysis with qualitative synthesis to offer a comprehensive and balanced perspective on the field. We reviewed 261 articles published between 2005 and 2024, capturing diverse geographical regions, subject areas, and publication outlets. This approach enabled us to identify prevalent research themes, uncover emerging methodologies, and highlight areas that warrant deeper investigation. Our analysis revealed four main clusters: (1) Technology-Enhanced Entrepreneurship Education, examining how AR, VR, AI, and digital platforms foster engagement and skill-building; (2) Experiential and Project-Based Learning Approaches, highlighting gamification, simulations, and collaborative projects that stimulate practical competencies and adaptability; (3) Entrepreneurial Competencies, Mindset, and Social Dimensions, exploring cultural, generational, and gender-related factors that shape learner readiness and intentions; and (4) Future-Oriented and Transformative Approaches, emphasizing sustainability, global collaborations, and ethical considerations that guide the long-term evolution of entrepreneurial learning. The findings indicate that technological tools alone do not guarantee enhanced entrepreneurial outcomes. Instead, successful digital entrepreneurial education relies on cultural relevance, supportive policies, comprehensive educator training, and inclusive pedagogical designs. The study proposes an integrative framework that synthesizes technological, experiential, socio-cultural, and forward-looking strategies, offering actionable insights for improving educational practices and advancing theoretical understanding in the field. This research highlights critical areas for future exploration, including the development of learner-centred curricula, investments in digital infrastructure, and the promotion of international collaborations. By addressing these gaps, stakeholders can establish adaptable, inclusive, and ethically grounded ecosystems that equip learners with the skills and mindset needed to navigate the complexities of entrepreneurship in an increasingly dynamic global environment. © The Authors.
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