<![CDATA[Entrepreneurship learning requires active participation and high-quality classroom interaction, yet neither necessarily emerges without sufficient entrepreneurial interest. This study examines the role of entrepreneurial interest in learning participation and teaching–learning interaction. A quantitative associative survey was administered to 67 respondents. Data were collected using a validated and reliable questionnaire and analyzed through regression. Entrepreneurial interest had a positive and significant effect on learning participation and on teaching–learning interaction. The findings indicate that entrepreneurial interest functions as a process resource in learning, not merely as an affective outcome. Strengthening this interest should therefore be built into participatory and dialogic classroom design.]]>
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