As the demands for a global workforce continue to evolve, there is more emphasis on equipping learners with academic knowledge and innovative and creative skills essential for success in different professional environments. This study delves into the intricate landscape of intensive training programs in a South African higher institution, exploring the impact on skill acquisition and development among students. The study employed a hybrid of experimental methods and a cross-sectional survey design to capture a holistic understanding of the experiences and outcomes of the intensive training initiative. Data were collected through a self-administered questionnaire to identify how students’ self-efficacy and individual entrepreneurial orientation were influenced, employing a handy, convenient sampling. Exploratory Factor Analysis (EFA) examined variables to explain variation in the seven latent constructs. The findings revealed numerous differences in the effects of theoretical learning and that students had a high degree of entrepreneurial self-efficacy without taking part in intensive entrepreneurship training. The findings hold the potential to inform policy decisions, institutional strategies, and curriculum design, ultimately fostering a more responsive and adaptive higher education system in South Africa. As the nation strives for socio-economic growth and global competitiveness, understanding the dynamics of intensive training and skill development becomes paramount in shaping the future of the workforce. The study recommends the study model in higher institutions’ curricula for entrepreneurship training and development in theory and practice. © The Author(s) 2025.
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