Guided entrepreneurial learning through work-integrated teaching and practice can support economic recovery and future growth in a world of uncertainty. The objective of this study is to understand and support the development of a positive and resilient entrepreneurial mindset to address the needs of a rapidly changing post-COVID-19 world. This case study examines the entrepreneurial mindset of eighteen students graduating from a private university in western Mexico. Semi-structured interviews, based on the Work Skill Development framework—an international model for Work-Integrated Learning (WIL)—were used to gather information on perceptions, skills, and knowledge gained through their entrepreneurial experiences. The goal was to identify how students perceived their ability to contribute to economic recovery. The data was analyzed using Conversation Analysis methodology and Atlas Ti software. The results indicate that most students encountered a new reality that encouraged them to innovate and develop entrepreneurial activities. They recognized the importance of strengthening competencies, such as teamwork and communication to meet market expectations. This study confirms that the pandemic and evolving economy have driven innovation and continuous improvement, especially in teamwork and communication. Furthermore, it suggests the need to consider psycho-social elements—such as thoughts, emotions, and behaviors—alongside economic, environmental, and cultural factors when addressing entrepreneurial mindset development. These findings have prompted the university to reconsider its approach to entrepreneurship education.
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