ABSTRACT
With the growing popularity of design thinking capacity building initiatives for entrepreneurship education, educators are striving to explore technology-supported learning environments and pedagogy to achieve the inter-disciplinary, easily accessible, and student-oriented entrepreneurship education innovation. The lingering effects of unfinished learning amid the COVID-19 and mixed-mode learning have become part of a new normal, we designed and implemented a novel learning framework to put co-design pedagogical structures in place that allow educators, students, and stakeholders to form new learning experiences and create innovation together. Through the case study we designed and implemented in three universities across different regions, we propose and investigate an approach that enables micro-level analysis of knowledge creation model for student's design thinking capacity building as well as macro-level understanding of learning dynamics for entrepreneurship education. This study presents a pedagogy-based template, and the findings have implications for the design of technology-empowered educational interventions and pedagogical innovation. © ISLS.