<![CDATA[Entrepreneurial learning in higher education increasingly requires students to design and implement product innovations relevant to their disciplinary contexts. In German Departments, entrepreneurship-oriented courses integrate language competence with business thinking, challenging students to transform ideas into feasible products while addressing practical constraints. This study employed a descriptive qualitative design involving students enrolled in Teacherpreneurship and Unternehmendeutsch courses in the 2023/2024 academic year. Data were collected through observation sheets, performance assessments, and questionnaires, and analyzed using data reduction, display, and verification techniques. Student product innovation followed three stages: planning, development, and implementation. The planning stage emphasized structured discussions, case analyses, and exercises to formulate business visions and missions. The development stage produced prototypes and written business plans, while the implementation stage resulted in goods and service-based products. Nine categories of obstacles were identified, encompassing conceptual, technical, and operational challenges. Despite these difficulties, students demonstrated effective problem identification and analysis, receptiveness to feedback, improved data utilization, and adaptability. The findings indicate that students developed adequate entrepreneurial competencies, particularly in problem-solving, adaptive thinking, and the use of feedback. These results highlight the effectiveness of integrating entrepreneurship into language education, while also underscoring the need for targeted support to address implementation barriers.]]>
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