Entrepreneurial education (EE) challenges educators to align with new paradigms emphasizing student-centeredness, active learning, and autonomy for lifelong learning. Research indicates that EE is more effective when grounded in real-life situations and experiential pedagogies, which enhance entrepreneurial skills in students. Such methods yield higher levels of entrepreneurial learning compared to purely theoretical approaches. Experiential learning involves creating knowledge through transforming experiences. While there is extensive research on this in EE, many studies need more focus on teaching practice and the experiential teaching–learning process. This study aims to develop a framework for supporting entrepreneurship teachers based on experiential and transformative learning principles. Using the Education Design Research (EDR) method, characterized by theoretical grounding, iterative stages, and contextual orientation, we conducted an integrative literature review and consulted experts to validate the framework. Experts generally found the material valuable and comprehensive for guiding experiential practices in entrepreneurship. Gathering feedback from diverse professionals was crucial in refining the material to ensure its practical relevance. This design-based research highlights the importance of co-creation in developing educational tools that support teaching. As a social contribution, the study provides a tool to support the planning of educational entrepreneurship activities.