More and more universities extensively use active learning methods, such as challenge-based learning (CBL), to foster innovation and entrepreneurial (I&E) skills, to strengthen the collaboration between academia and industry, and to be an innovation hub for the local innovation ecosystem.

This working-progress paper explores the AIESMA Summer School's impact on developing I&E competencies in students of the EIT Manufacturing Master program through a blend of AI, sustainability, and innovation-focused learning experiences. Participants are from different universities in a European consortium and around the world.

The Summer School, an interdisciplinary initiative, combines the EntreComp framework, challenge-based learning (CBL), and self-directed learning (SDL) approaches to provide students with a comprehensive educational experience that bridges academia and industry. In this regard, the research question is: How can interdisciplinary education programs in manufacturing enhance innovation and entrepreneurial (I&E) skills among master students?

The program, conducted over four weeks, includes online and in-person sessions, immersing participants in a "learning by doing" environment. It is designed to enhance students' I&E skills, particularly through integrating AI and sustainable practices. Participants engage with real-world challenges industrial partners present, fostering practical problem-solving abilities and innovative thinking.

A core element of the AIESMA Summer School is the use of CBL. This approach involves students working on real-world problems provided by industrial partners, encourages active learning, critical thinking, and collaboration among students. By working in diverse and interdisciplinary teams participants gain hands-on experience and a deeper understanding of the practical applications of their theoretical knowledge. Iterating on their ideas, receiving feedback, and refining their solutions mirror the entrepreneurial journey.

SDL is a critical program component, enabling students to own their educational journey. This involves setting personal learning goals, managing time effectively, and seeking resources beyond the formal curriculum.

A detailed analysis is conducted using pre- and post-assessment EntreComp surveys, participant feedback based on Gibbs’ reflective cycle (learning agreement and reflection report), and performance evaluations to measure the program's effectiveness. The analysis is enriched by comparing outcomes with previous projects and experiences in similar educational settings.

The results indicate an improvement in students' I&E skills, demonstrating the efficacy of the education format. CBL and SDL methods have proven effective in enhancing students' ability to develop innovative solutions.

In conclusion, the AIESMA Summer School is a model for integrating I&E skills development into technical education programs. The findings underscore the importance of bridging academia and industry to foster innovation and prepare the next generation of innovators in the manufacturing sector. This paper contributes to the growing body of research on the role of interdisciplinary education in developing entrepreneurial skills. It offers insights into effective strategies for enhancing innovation and sustainability in technical education. The limitation of this research is mainly the short-term and punctual educational initiative, where the measurement of I&E skills gain is done over four weeks.

Keywords: Entrepreneuship, innovation, education, challenge based learning, self direct learning, manufacturing, tecnology.