Contextual elements play an important role in entrepreneurial activities and learning processes. However, context is often taken for granted rather than being viewed as an asset, which may lead to missed opportunities, missed potential solutions and missed learning. Entrepreneurship education should therefore prepare and empower students to act entrepreneurially in their individual, unique context. A student-centric pedagogical approach is required to build this metacognitive understanding and enable students to ultimately self-manage their own process, embedded in and influenced by context. This paper presents a framework, the Context Hive, which enables students to understand and work with the impact of context on their entrepreneurial activity. The Context Hive translates entrepreneurship and context theories into educational (and entrepreneurial) practice by structuring complexity and uncertainty in ways that help students to better grasp, adapt or adjust to contextual elements. Using the research-based framework facilitates dialogue, builds awareness and enables prioritization of actions based on contextual analysis. In this way, the classroom is no longer limited to one perspective and educator and student share responsibility for how learning is designed, which provides a means for educators and students to raise awareness of how context influences entrepreneurial activity, making it navigable.

情境元素在创业活动和学习过程中发挥着重要作用。然而，背景通常被视为理所当然，而不是被视为一种资产，这可能会导致错失机会、错失潜在解决方案和错失学习。因此，创业教育应该让学生做好准备并授权他们在他们个人的、独特的环境中开展创业活动。需要一种以学生为中心的教学方法来建立这种元认知理解，并使学生最终能够自我管理自己的过程，嵌入并受其影响。本文提出了一个框架，即 Context Hive，它使学生能够理解和处理环境对其创业活动的影响。Context Hive 通过以帮助学生更好地掌握、适应或调整环境元素的方式构建复杂性和不确定性，将创业和环境理论转化为教育（和创业）实践。使用基于研究的框架可以促进对话、建立意识并根据上下文分析确定行动的优先级。通过这种方式，课堂不再局限于一个视角，教育者和学生共同承担学习设计的责任，这为教育者和学生提供了一种方法，可以提高对环境如何影响创业活动的认识，使其具有导航性。使用基于研究的框架可以促进对话、建立意识并根据上下文分析确定行动的优先级。通过这种方式，课堂不再局限于一个视角，教育者和学生共同承担学习设计的责任，这为教育者和学生提供了一种方法，可以提高对环境如何影响创业活动的认识，使其具有导航性。使用基于研究的框架可以促进对话、建立意识并根据上下文分析确定行动的优先级。通过这种方式，课堂不再局限于一个视角，教育者和学生共同承担学习设计的责任，这为教育者和学生提供了一种方法，可以提高对环境如何影响创业活动的认识，使其具有导航性。