This paper aims to explore the cultivation path and model construction of core competencies for innovation and entrepreneurship teachers in applied undergraduate colleges. A systematic, complete, and scientifically reasonable framework for teacher core competency model has been established by integrating relevant theories from education, management, and innovation and entrepreneurship fields. We extracted key factors that affect teachers' core competencies from aspects such as educational background and professional knowledge, teaching methods and skills, practical experience in innovation and entrepreneurship, teamwork and leadership abilities, and teaching evaluation and feedback abilities, and conducted in-depth analysis. This paper constructs a core competency model for innovation and entrepreneurship teachers using methods such as expert interviews, questionnaire surveys, and case analysis, and verifies it. The research results show that the model has certain effectiveness and feasibility in practice, but it needs to be continuously updated and improved to adapt to the development and changes of innovation and entrepreneurship education. The research in this article is of great significance for promoting the in-depth development of innovation and entrepreneurship education.

Yongyan Zhao, Jian Li. Path and Model Construction for Cultivating Core Competences of Innovation and Entrepreneurship Teachers in Applied Undergraduate Colleges. International Journal of New Developments in Education (2024), Vol. 6, Issue 7: 25-32. https://doi.org/10.25236/IJNDE.2024.060705.

[1] Huang Q. Research on the Construction of Innovation and Entrepreneurship Guidance Teachers for College Students in Applied Undergraduate Colleges [J]. Journal of Changji University, 2024, (2): 116-120.

[2] Wang J J, Xie C Y, Ouyang C J, Yang X. Research on the Competency Evaluation and Improvement of Innovation and Entrepreneurship Teachers in Applied Undergraduate Colleges Based on IPA Analysis [J]. Innovation and Entrepreneurship Education, 2022, 13 (6): 70-76.

[3] Liu L L, Niu L R. Research on the Development Path of Teacher Innovation and Entrepreneurship Ability from the Perspective of Core Literacy [J]. Inner Mongolia Science and Technology and Economy, 2021, (11): 21-22.

[4] Chen L. An Analysis of the Construction of "Dual Teacher" Teacher Teams in Applied Undergraduate Colleges from the Perspective of Innovation and Entrepreneurship Education [J]. Education and Career, 2019, (6): 64-67.

[5] Yang C L. Cultivation of Professional Literacy for Teachers in Applied Undergraduate Colleges under the Background of Innovation and Entrepreneurship [J]. China Adult Education, 2021, (2): 72-75.

[6] Decker-Lange Carolin, Lange Knut, Walmsley Andreas. How does entrepreneurship education affect employability? Insights from UK higher education [J].International Journal of Entrepreneurial Behavior & Research,2024,30(5):1249-1269.

[7] Muyiwa Oyinlola, Oluwaseun Kolade, Silifat Abimbola Okoya, et al. Entrepreneurship and Innovation in Nigerian Universities: Trends, Challenges and Opportunities [J].Heliyon,2024,(4):1-32.

[8] Wu B S. Research on the Evaluation System for the Construction of Teacher Teams in Local Applied Undergraduate Colleges Based on Innovation and Entrepreneurship Education [J]. Research and Practice of Innovation and Entrepreneurship Theory, 2021, 4 (4): 163-166.

[9] Hu K, Xiong M. Research on the Practice Teaching Reform of "Project Support and Layered Progression" in Applied Undergraduate Colleges: Taking the Course of "Engineering Surveying Training" as an Example [J]. Journal of Xichang University (Natural Science Edition), 2020,34 (3): 117-120+128.

[10] Sun C, Liu X T, Pei X X. Research on the Standardized Construction of Entrepreneurship and Entrepreneurship Teachers in Applied Undergraduate Colleges [J]. Innovation and Entrepreneurship Education, 2018,9 (6): 124-126.

[11] Wu D Q, Hu D, Cui M. Research on the Implementation Path of Innovation and Entrepreneurship Education under the Applied Talent Training Model [J]. University Education, 2020, (7): 153-155.