START-UP PROJECTS AS A COMPETENCY-BUILDING TOOL: SUPPORTING UZBEKISTAN’S 2030 ENTREPRENEURSHIP AGENDA THROUGH HIGHER EDUCATION

Abstract

This article examines the pedagogical integration of start-up projects within Uzbekistan’s higher education system as a strategic instrument for developing entrepreneurial competencies in alignment with the nation’s 2030 entrepreneurship agenda. As Uzbekistan faces the challenge of absorbing nearly one million young labor market entrants annually, the traditional model of preparing students as job seekers proves insufficient, necessitating a fundamental educational shift toward cultivating job creators and innovators. The article argues that start-up projects, conceived and developed within academic environments, represent a powerful experiential learning tool that embeds critical competencies - including creative thinking, problem-solving, resilience, teamwork, and opportunity recognition - that are difficult to impart through conventional lecture-based instruction. Drawing on competency-based and project-based learning frameworks, the analysis explores how Uzbekistan’s emerging entrepreneurial ecosystem, comprising university accelerators, incubation centers, grant programs, and the new “Fundamentals of Entrepreneurship” course, provides the necessary infrastructure for this pedagogical transformation. The article synthesizes theoretical foundations from the EntreComp competence model and international best practices in entrepreneurship education, demonstrating how experiential, problem-centered approaches foster durable competency development. Through a qualitative case study methodology examining universities participating in the “Universities - startup generators” program, the research investigates pedagogical practices, institutional factors, and competency outcomes associated with start-up project implementation. This article contributes to the growing body of scholarship on entrepreneurship education in transitional economies and offers practical insights for educators, policymakers, and institutional leaders seeking to harness higher education as an engine for national economic transformation.