Entrepreneurship studies have made great contributions in recent decades, both as a specialized domain for research and as an important topic of the role of education in diffusion and adoption across universities in the world. The diversity of entrepreneurship education research has debunked the myth about creating entrepreneurs is innate. So that a new thought emerged that "entrepreneurship can be" taught. Currently, a fundamental question arises about entrepreneurship for educators, it is no longer a problem that it can be taught but how entrepreneurship can be best taught. In recognition of this new thinking, the number of universities offering courses in entrepreneurship has increased to over 1,600. Typically focusing on a specific area of functional expertise, such as accounting or finance, entrepreneurship education includes not only the scope of business management but also the process of identifying opportunities as well as the influx of businesses that are unique to the entrepreneurial domain.This paper emphasizes the common thread of the importance of improving students' cognitive aspects, namely emotional intelligence, and intelligence in facing challenges; secondly, entrepreneurship education has opportunities for improvement by focusing more on the social-cognitive, psycho-social, and ethical dimensions, and third, entrepreneurship learning provides the highest level of experience for students to increase their interest in entrepreneurship. In this paper, it is necessary to improve the indicators of facilities and infrastructure in entrepreneurship learning by building an entrepreneurial incubator and other equipment