The integration of entrepreneurship into engineering education equips future professionals with the tools needed to meet the complex challenges of the 21st century. Beyond technical competencies, fostering an entrepreneurial mindset empowers engineers to identify opportunities, innovate in problem-solving, and transform ideas into solutions with socio-economic value. This capability adds significant value to industrial solutions proposed by engineers, often serving as the seed for potential business ventures and the creation of new enterprises.

In an increasingly globalized and dynamic environment, the ability to propose solutions with disruptive technological potential becomes a key differentiator. Entrepreneurial engineers are thus well-positioned to lead complex, multidisciplinary projects with a strategic vision.

In this context, universities play a critical role in cultivating an entrepreneurial culture among students [1]. Higher education institutions are progressively incorporating not only technical knowledge into their curricula but also competencies that enhance creativity, calculated risk-taking, and collaboration [2]. By embedding entrepreneurship education through active learning methodologies, mentoring programs, incubators, and the promotion of innovative student projects, universities enrich the professional profiles of their graduates and position themselves as drivers of regional and national development.

This paper presents an innovative educational experience in the field of Electronic Engineering, aimed at fostering an entrepreneurial culture with a sustainable focus through a specialized mentorship model for Electronic Instrumentation projects. The initiative integrates eco-innovation principles into the design and development of final projects, under the guidance of an expert in renewable energy. Through this mentorship, students have incorporated key concepts such as life cycle analysis, resource-use efficiency, alignment with the Sustainable Development Goals (SDGs), and compliance with the European "Do No Significant Harm" (DNSH) principle. This approach enabled students to go beyond traditional technical frameworks and adopt sustainability as a core element of technological innovation.

The results demonstrate a substantial improvement in the quality and environmental relevance of student projects, enhanced development of transversal skills—such as the communication of sustainable concepts and collaborative problem-solving—and an increased awareness of the social and market value of responsible technological solutions. This experience has contributed to the consolidation of a replicable training model in sustainable entrepreneurship, aligned with the current demands of the energy and digital transitions. Participant feedback has been essential in identifying success factors and challenges, laying the groundwork for future educational strategies across other engineering disciplines.

References:
[1] European Commission, Entrepreneurship 2020 Action Plan, http://ec.europa.eu/growth/smes/promoting-entrepreneurship/action-plan/inde x_en.htm, (25/11/2015), 2013a.
[2] Nader H. Asgary, Emerson A. Maccari, Heloisa C. Hollnagel, Ricardo L.P. Bueno. Entrepreneurship, Innovation, and Sustainable Growth. Theory, Policy, and Practice. 2024. https://doi.org/10.4324/9781003405740 , eBook ISBN9781003405740.

Keywords: Engineering education, entrepreneurship, mentoring, eco-innovation.