Entrepreneurship education traditionally emphasizes theoretical instruction, which often limits students\' practical entrepreneurial skill development. This study investigates the role of entrepreneurship simulation rooms in enhancing experiential learning among future entrepreneurs in the Bachelor of Science in Entrepreneurship program at EARIST Manila. Grounded in Kolb\'s Experiential Learning Theory, the Theory of Planned Behavior (Ajzen, 1991), and Social Learning Theory (Bandura, 1971), the research evaluates how simulation-based learning fosters decision-making, problem-solving, innovation, teamwork, and entrepreneurial confidence.
A descriptive-comparative research design was used with purposive sampling to select 153 students and 7 faculty members. Data were gathered via structured questionnaires adapted from validated sources, measuring perceptions of simulation realism, student engagement, and resource availability. Descriptive statistics summarized the data, while independent samples t-tests analyzed differences between student and faculty perceptions.
Results show generally positive perceptions of simulation rooms, with students rating their experiences significantly higher than faculty. Realism of scenarios and student engagement received the highest scores, while availability of tools and resources was rated lowest, especially by faculty. These significant perception gaps highlight the need for better alignment in curriculum integration, resource allocation, and instructional facilitation.
This study highlights the potential of entrepreneurship simulation rooms to bridge theory and practice, fostering essential entrepreneurial skills. It recommends increased investment in simulation resources, alignment with learning outcomes, and faculty training to enhance instructional effectiveness. These findings provide valuable insights for educators and policymakers aiming to improve entrepreneurship education and promote 21st-century skills aligned with the United Nations Sustainable Development Goals.