The article analyzes the transformations in Higher Education Institutions in relation to Entrepreneurial Education, driven by social, political and technological changes. The interdependence between Entrepreneurial Education and Entrepreneurial University creates a collaborative environment for personal and professional development. The study proposes a Didactic Sequence (DS) for stricto sensu postgraduate courses, divided into six non-linear activities: (i) Concepts; (ii) Lectures; (iii) Lean Canvas; (iv) Budget; (v) Oral Presentations and (vi) Article on Innovation. Students are encouraged to create a fictitious company and develop a Financial Plan to validate their ideas or develop an MVP. At the end, scientific articles on Innovation were written. The qualitative and exploratory research revealed that Health students face greater difficulties in forecasting expenses and making oral presentations, as well as significant challenges in scientific writing, comparable to Humanities students. The article concludes that the implementation of the didactic sequence can contribute significantly to the improvement of Entrepreneurial Education, highlighting the importance of addressing the specific difficulties of students in different areas of training. The research highlights the need for targeted interventions to improve financial and communication skills, aiming for a more effective and inclusive educational environment.
