From exploration to decision: understanding student decision-marking in design-driven entrepreneurship education

Entrepreneurship education increasingly relies on experiential and project-based approaches to expose students to real-world complexity and uncertainty. In particular, the integration of design-driven practices within Project-Based Learning (PBL) has proven effective in fostering creativity, user-centered thinking, and opportunity exploration. However, while much of the existing literature focuses on idea generation and engagement, less attention has been devoted to how students make decisions throughout the entrepreneurial learning process. This paper investigates the challenges students face when transitioning from exploration to decision-making in design-driven entrepreneurship education. The study adopts an exploratory qualitative approach based on the “Design Startup” course at the School of Design of Politecnico di Milano, where students develop entrepreneurial ideas through a combination of design methodologies and business tools within a project-based format. Data were collected through a survey administered to 68 students, combining Likert-scale items and open-ended responses, supported by direct observation of project development activities. Findings reveal three main challenges affecting students’ decision-making processes. First, extensive exploration practices, typical of design approaches, often lead to an overabundance of ideas, making it difficult for students to converge and select a clear direction. Second, students frequently lack structured decision-making criteria, resulting in uncertainty when evaluating alternatives and prioritizing opportunities. Third, emotional and cognitive factors (such as fear of failure and attachment to initial ideas) further complicate the ability to make informed and timely decisions. These results suggest that while design-driven approaches enhance exploration and creativity, they may also increase decision complexity if not supported by adequate decision-making frameworks. The paper contributes to entrepreneurship education by highlighting the need to complement design and PBL practices with tools and strategies that support convergence, prioritization, and decision-making under uncertainty. Implications are discussed for educators aiming to design more balanced and effective learning environments that better prepare students for real entrepreneurial contexts.