This study explores how student entrepreneurs navigate their dual roles as both students and entrepreneurs within the context of higher education. By analyzing their experiences, this research identifies key challenges, including role ambiguity, conflict, and alignment and role coping strategies applicable to student entrepreneurs, potential student entrepreneurs, workers and in any multiple roles. The study categorises students into those with and without prior entrepreneurial experience, highlighting differences in how they perceive and manage these roles. The theoretical frameworks developed introduces concepts such as role identity, role acceptance, and role alignment, demonstrating how students' entrepreneurial roles and identities evolve through action-based learning and academic engagement.

Additionally, the study reveals the importance of support systems like mentorship, incubator institutions like Science Parkand and peer networks in helping students manage their dual responsibilities. Practical role coping strategies are also provided, offering valuable insights for educators and institutions on how to better support student entrepreneurs. This research contributes to the fields of entrepreneurship education, role theory and identity theory by providing a nuanced understanding of the entrepreneurial learning process and the interrelationship between education and practical experience.