Abstract
Entrepreneurial education (EE) is widely recognised as a driver of economic growth, innovation and social change. However, concerns persist regarding its effectiveness in equipping students with the necessary competencies required to navigate today’s rapidly evolving digital economy. While traditional EE frameworks emphasise opportunity recognition, business planning and venture creation, they often insufficiently address agile, data driven strategies that characterize contemporary digital entrepreneurship. Growth hacking, an iterative, experimentation-based approach focused on customer acquisition, engagement and retention, has demonstrated considerable practical value in technology-driven ventures. Although there has been increased recognition on growth hackings relevance in industry, its integration into EE curricula remains underexplored. This study investigates how growth hacking principles can be embedded within entrepreneurial education to better prepare aspiring entrepreneurs for dynamic, technology-enabled markers while maintaining ethical and strategic awareness. A systematic literature review of 14 peer-reviewed articles was conducted, followed by thematic analysis to synthesise prevailing insights. Five key themes emerged: (i) digitalization within EE, (ii) experiential and action-orientated learning approaches, (iii) core growth hacking techniques, (iv) implementation challenges and opportunities and (v) the evolving role of universities and ecosystem stakeholders. The findings of the study indicate that growth hacking is still conceptually and pedagogically underdeveloped within academic discourse, with limited empirical examination of its curricular application. The study therefore positions growth hacking as a promising, yet insufficiently theorised, pedagogical tool capable of enhancing entrepreneurial competence in the digital era. It contributes to EE scholarship by highlighting the need for more adaptive, technology-integrated teaching models aligned with contemporary entrepreneurial practice.