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Abstract
China’s sustainable development strategy urgently requires talent capable of harmonizing economic ambition with ecological responsibility. However, despite parallel promotion in higher education, Innovation and Entrepreneurship (IE) education and Ecological Civilization (EC) education often remain fragmented in practice, with no empirically tested integrative model available. Addressing this gap, this study aims to construct an integrated framework through an in-depth qualitative case study of the desert soilization project at Chongqing Jiaotong University. Employing document analysis, artifact examination, and outcome data for triangulation, the research delineates a replicable model comprising a three-tiered curriculum system (faculty empowerment, curricular infusion, specialized programs) and a dual-platform experiential ecosystem (on-campus research center, off-campus desert bases). Through a virtuous cycle of mission-driven motivation, interdisciplinary integration, and practice-informed feedback, this model systematically fosters students’ interdisciplinary knowledge, problem-solving capabilities, and green entrepreneurship competencies. Empirical findings demonstrate that the model not only enabled students to win a national innovation competition gold award and establish large-scale ecological restoration bases, but also significantly enhanced students’ project engagement and systemic ecological thinking. The study concludes that mission-oriented, project-based integration offers an effective pathway for universities to contribute to national sustainable development goals. It also discusses the model’s theoretical contributions to green entrepreneurship education, acknowledges single-case design limitations, and proposes future research directions.
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Article Type: Research Article
EUR J SUSTAIN DEV RES, Volume 10, Issue 4, 2026, Article No: em0440
https://doi.org/10.29333/ejosdr/19264
Publication date: 01 Oct 2026
Online publication date: 16 Sep 2026
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