Sustainable entrepreneurship represents a key avenue to address social and environmental challenges in the 21st century. In this context, higher education plays a crucial role in preparing future professionals with competencies that integrate knowledge, skills, and attitudes oriented toward sustainability. Although various universities have adopted the Sustainable Development Goals (SDGs) as part of their strategic agendas, deep changes in their educational practices remain limited. This paper stems from the interest in incorporating sustainability into university teaching through active methodologies that promote experiential learning and social engagement. To this end, a teaching innovation project has been implemented within the Faculty of Economics and Business Sciences at the University of Granada (Spain).

The project pursues the following objectives:
(1) to implement an education committed to the SDGs;
(2) to enhance university students’ sustainable entrepreneurial competencies;
(3) to apply active methodologies such as project-based learning and the case method in entrepreneurship education; and
(4) to assess their effectiveness in the development of these competencies.

The project was carried out in the course "Business Creation", where students participated in the design of social innovation initiatives aimed at real-life contexts. Some of the projects developed included collaborative ventures with communities in Togo and Uganda, such as the creation of a boutique for local products, a socially oriented organic farm, and a Spanish language academy. These projects focused on direct action, real problem-solving, and alignment with the SDGs, thereby enriching the students’ learning experience.

Several variables related to entrepreneurship were assessed (entrepreneurial intention, attitude, perceived behavioral control, and social norm), as well as various competencies linked to sustainable entrepreneurship. Preliminary results reveal that students who worked on projects in real contexts showed significantly higher levels of entrepreneurial attitude, perceived control, intention to undertake entrepreneurial action, and sustainable competencies (especially systems thinking, strategic management, and interdisciplinarity).

These initial findings suggest that active learning methodologies applied in real contexts and with direct impact on vulnerable communities are more effective in fostering key competencies for sustainable entrepreneurship. The implications of this paper suggest that connecting learning to real-world challenges not only motivates students but also strengthens their ethical commitment, capacity for action, and sensitivity to global issues—ultimately contributing to a more transformative education.

Keywords: Sustainable entrepreneurship, Higher education, Active methodologies, Sustainable competencies.