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Focusing on the challenges faced by entrepreneurship educators in South Africa, we employed a qualitative research approach.  The aim was to offer valuable insights that are applicable to similar educational settings and contribute to the broader discourse on entrepreneurship education. Data was gathered through semi-structured interviews from a purposive sample of seven entrepreneurship educators in South Africa. The qualitative data collected for this study was analysed using thematic analysis with the support of ATLAS.ti version 24. The research reveals that educators encounter challenges in keeping the curriculum current due to changes in technology, market trends, and the rapidly evolving business environment. The findings also indicated that one semester was insufficient for educators to cover all the theoretical and practical aspects of entrepreneurship. Additionally, student engagement posed a challenge for educators as students showed more interest in pursuing formal employment rather than starting their own businesses. Interdisciplinary collaboration, lack of local case studies, networking and industry connections, resource constraints, and short-term teaching contracts were also identified as some of the challenges faced by entrepreneurship educators in universities. The practical implications suggest a need to promote entrepreneurship by implementing initiatives such as workshops and mentorship programs with successful entrepreneurs. The research fills a gap in the existing literature, as there is a limited understanding of the specific challenges faced by entrepreneurship educators.

Entrepreneurship is essential in tackling youth unemployment and poverty in South Africa. Yet, little empirical research explores how entrepreneurial skills, support systems, and societal values impact university students' entrepreneurial activities and success. This study examines the effects of these factors on students’ entrepreneurial outcomes and investigates how societal values may influence the relationship between activity and success. Conducted among students at the University of the Western Cape and the University of Mpumalanga, the research employed a quantitative, positivist approach. Data from 314 students were collected via a structured questionnaire, and validated constructs were analysed using Partial Least Squares Structural Equation Modelling (PLS-SEM) to test the proposed relationships. Results show that entrepreneurial skills and support systems significantly drive entrepreneurial activity, which in turn positively influences entrepreneurial success. Societal values also directly predict success, but they do not significantly moderate the link between activity and success. Overall, entrepreneurial competencies and support mechanisms are crucial for student outcomes, while societal values enhance success but have limited moderating effects. This research is among the first in South Africa to integrate empowerment theory and an expanded Theory of Planned Behaviour to explain student entrepreneurship. It offers valuable insights for higher education institutions, policymakers, and entrepreneurship programmes aiming to promote success in emerging economies.