Tallinn University of Applied Sciences (TTK) is the largest applied higher education institution in Estonia, offering 20 curricula, primarily in engineering. Due to a shortage of engineers in the Estonian labor market, there is a challenge to make the engineering sector appealing to young people while providing education that aligns with labor market requirements. One key demand from the labor market is the ability to see the bigger picture. In a small economy like Estonia, many graduates must be capable of being their employers, necessitating entrepreneurial competencies.

In engineering education, maintaining balance is crucial. While students consciously choose this field, some may become apprehensive if the curriculum lacks sufficient discipline-specific content. Therefore, a key concern for the researcher is finding a balance that meets the needs of the labor market, students, the state, and society as a whole.

This study addresses the issue that the development of engineering curricula has primarily focused on discipline-specific competencies. It aims to determine the extent to which entrepreneurial competencies are reflected in various curricula and how these align with national expectations and prior recommendations. To map labor market expectations, the study will conduct a document analysis of eight selected engineering curricula, comparing them with reports on foundational research and labor market needs. The content analysis will focus on learning outcomes, comparing them with recommendations in labor market reports, and assessing specific learning outcomes for individual subjects.

The research questions guiding the study are:
1. What is the current state of the labor market in Estonia's engineering sectors?
2. How are entrepreneurial competencies reflected in the curricula?
3. Is there a need for implementing entrepreneurial competencies in engineering education, and how should this be achieved?
4. What model would effectively integrate entrepreneurial competencies into engineering curricula?

The study will examine which entrepreneurial competencies are included in learning outcomes and how they are taught. Finally, the author will conclude with suggestions for advancing teaching practices and propose an implementation model for entrepreneurial education in curriculum development. The main conclusions will be presented as a model for curriculum development based on van den Akker's spider web model, illustrating how entrepreneurial competencies can be integrated into the curriculum through four specific programs. Implementation will be approached in two ways: proposing a personal vision for elective courses and suggesting appropriate learning outcomes and teaching methodologies for core subjects based on labor market assessments.

Keywords: Applied higher education, engineering studies, curriculum development.