Abstract
This study proposes that high-quality entrepreneurship education can be achieved through reflective action learning. To support this perspective, the study examines the reflective experiences of third-year entrepreneurship students and their educators, analysing their learning and teaching processes. The study introduces the concept of transformative reflexivity, which emphasises the introspection of entrepreneurship teaching and learning methods within social contexts. The authors argue that developing student and educator competence through reflexive practice is crucial for effective entrepreneurship education and creates a unique environment for experiential learning. The study's main results demonstrate the positive effects of enabling greater student ownership of the learning process. The theoretical significance of the study is twofold: it calls for a unified stance on entrepreneurship knowledge despite scholarly differences, and it expands upon existing knowledge within critical bounding assumptions