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Article

Shaping Entrepreneurial Intentions Through Education: An Empirical Study

by
Ikram Abbes
†
Business Administration Department, University of Tabuk, Tabuk 45911, Saudi Arabia
†
The author is solely responsible for conducting this research.
Sustainability 2024, 16(22), 10070; https://doi.org/10.3390/su162210070
Submission received: 19 October 2024 / Revised: 8 November 2024 / Accepted: 13 November 2024 / Published: 19 November 2024
(This article belongs to the Section Sustainable Education and Approaches)
Browse Figure
Review Reports Versions Notes

Abstract

:
This study examines the impact of entrepreneurship education on shaping entrepreneurial intentions among business administration students at Tayma University College. Utilizing both the Entrepreneurial Intention Model (EIM) and the Entrepreneurship Education Framework (EEF), this research assesses how content, pedagogical approaches, and the learning environment influence students’ entrepreneurial aspirations. A survey of 135 male and female students was conducted, and Structural Equation Modeling (SEM) was used to analyze the relationships between educational factors and entrepreneurial intentions. The findings show that comprehensive course content, interactive teaching methods, and a supportive educational environment significantly enhance students’ perceived feasibility and desirability of entrepreneurship. Moreover, attitudes towards entrepreneurship mediate the relationship between education and entrepreneurial intentions. This study contributes to the growing literature by providing insights into how targeted entrepreneurship education can foster entrepreneurial intentions, particularly within the context of Saudi Arabia’s Vision 2030 initiative to promote economic diversification and youth empowerment. This study not only explores entrepreneurial education but also highlights its contribution to sustainability. By fostering a mindset that aligns with the socio-economic goals of Vision 2030, entrepreneurship education promotes sustainable economic growth and prepares students to contribute to a diversified and resilient economy.

1. Introduction

With the goal of diversifying its economy and empowering youth as part of Vision 2030, Saudi Arabia increasingly recognizes the critical role of entrepreneurial initiatives in driving economic development [1,2]. Entrepreneurship is essential for fostering economic diversification and innovation, addressing key development goals [3]. Universities play a central role in this process by equipping students with essential skills and training, fostering a new generation of entrepreneurs. Research has shown that entrepreneurship education significantly impacts students’ intentions to start their own businesses, fostering a proactive and innovative mindset [4,5]. This study focuses on students enrolled in the business administration program at Tayma University College in Saudi Arabia, examining how entrepreneurship education influences their ambitions to establish their own ventures.
Despite the recognized benefits of entrepreneurship education on students’ entrepreneurial intentions, there remains a limited understanding of the specific mechanisms through which educational content, pedagogical approaches, and institutional support affect these intentions, particularly within the Saudi context [6,7]. This study seeks to address this gap by posing the following primary question: how does entrepreneurship education influence students’ entrepreneurial intentions in Saudi Arabia? By examining the components of entrepreneurship education, this study investigates the interaction between educational content, pedagogical methods, and a supportive environment and their effects on students’ entrepreneurial intentions.
In response, this research explores how comprehensive educational content, interactive teaching methods, and supportive educational environments contribute to fostering entrepreneurial intentions among students. Integrating the Entrepreneurship Education Framework (EEF) proposed by Fayolle and Gailly (2008) [8] and the Entrepreneurial Intention Model (EIM) developed by Krueger and Carsrud (1993) [9], this study examines the influence of these educational components on students’ attitudes, subjective norms, and perceptions of the feasibility and desirability of entrepreneurship [10,11].
By focusing on a sample of 135 business administration students at Tayma University College, this study provides insights into the relationship between entrepreneurship education and students’ entrepreneurial intentions within the Saudi context. Previous research has shown that entrepreneurship education enhances students’ skills and self-confidence, essential for fostering a proactive mindset critical to entrepreneurial success [4,12]. In line with national goals, this study further supports Vision 2030 by empowering young entrepreneurs who can contribute to economic growth and sustainable development. Through the analysis of entrepreneurship education components, this study emphasizes the role of tailored educational strategies in promoting entrepreneurial intentions [13,14]. Thus, this research aligns with the broader objectives of Vision 2030 by promoting youth empowerment and economic diversification [15].
The remainder of this paper is organized as follows: Section 2 presents a literature review on the theoretical framework and hypothesis development, integrating both the EIM and the EEF model. Section 3 outlines the research methodology, including data collection and analysis techniques. Section 4 and Section 5 cover the study’s results and discussion, respectively, while the final section provides conclusions, implications, limitations, and directions for future research.

2. Literature Review

This section outlines the theoretical background and hypothesis development, which form the basis for understanding the influence of entrepreneurship education on students’ entrepreneurial intentions.

2.1. Theoretical Framework and Hypothesis Development

The Entrepreneurial Intention Model (EIM) created by Krueger and Carsrud (1993) identifies four primary factors that affect entrepreneurial intention: attitudes toward entrepreneurship, subjective norms, perceived feasibility, and perceived attractiveness [9]. How people feel about starting their own businesses reflects their attitude toward entrepreneurship [16]. This includes their general perception of entrepreneurship and whether they consider it a viable career option. Optimism toward entrepreneurship often stems from a belief in its potential for personal and financial growth. Social pressures and influences from family, friends, and society shape subjective norms, either encouraging or discouraging entrepreneurial initiatives [17]. In cultures like Saudi Arabia, where community expectations are significant, these norms play a vital role in shaping students’ entrepreneurial aspirations [18]. In the context of Saudi Arabia, where community expectations and cultural norms play a significant role, the Entrepreneurial Intention Model (EIM) offers a valuable framework for understanding how societal pressures and individual beliefs intersect to influence students’ entrepreneurial aspirations. This model is particularly relevant as it captures the nuanced effects of cultural and social factors that are critical in a collectivist society such as Saudi Arabia, where entrepreneurial intentions may be shaped differently compared to Western contexts.
Additionally, exposure to entrepreneurship education can greatly improve an individual’s perceived feasibility, thereby enhancing their confidence in their ability to start and run a business [19]. Finally, the desirability of entrepreneurship is influenced by personal values, aspirations, and the presence of role models for entrepreneurship [8,13]. Furthermore, studies by Urban and Kujinga (2017) and Isac et al. (2023) highlight the influence of socio-cultural factors and personality profiles on entrepreneurial intentions, especially in culturally rich environments such as Saudi Arabia [20,21].
These factors are analyzed in conjunction with Fayolle and Gailly’s (2008) Framework for Entrepreneurship Education (EEF), which examines the impact of entrepreneurship education components on students’ intentions. The EEF is based on three pillars: content, pedagogy, and the environment. Content involves the knowledge and skills provided in entrepreneurship courses, such as business planning, financial management, and opportunity identification [13]. The relevance and quality of this content strongly influence students’ perceptions of entrepreneurship and their likelihood to pursue it [22]. The Entrepreneurship Education Framework (EEF) is instrumental in examining how structured educational elements foster entrepreneurial capabilities within specific cultural settings. By applying this framework to the Saudi Arabian context, this study aims to explore how tailored educational programs that emphasize practical skills, mentorship, and resource availability align with Vision 2030’s objectives to nurture a new generation of entrepreneurs. The EEF, thus, provides a roadmap for evaluating the effectiveness of these educational interventions in instilling entrepreneurial intentions.
Pedagogy includes lectures, simulations, case studies, and hands-on projects that offer real-world experience, encouraging students to think creatively and develop problem-solving skills [14,23]. The studies by Souitaris et al. (2007) and Kuckertz and Wagner (2010) also emphasize that active and experiential learning methods significantly influence students’ entrepreneurial perceptions and intentions by enhancing self-efficacy and the perceived desirability of entrepreneurship [24,25]. According to Fayolle and Gailly (2008), the educational environment, which includes mentorship, entrepreneurial networks, resources, and a supportive atmosphere, enhances students’ confidence and perceived desirability of entrepreneurship.
While several studies have explored the impact of entrepreneurship education on students’ intentions globally, there remains a gap in the literature regarding how these educational elements interact within the unique socio-cultural landscape of Saudi Arabia. Addressing this gap is critical to understand how entrepreneurship education can be tailored to better serve the developmental goals of Vision 2030.
This study combines the EIM and EEF to answer the question, “How does entrepreneurship education impact students’ entrepreneurial intentions?” The goal is to shed light on the educational and psychological elements that motivate students to pursue entrepreneurial endeavors.

2.2. Hypothesis Development

2.2.1. Attitudes and Intentions Toward Entrepreneurship as Influenced by Entrepreneurship Education Content

The educational content in entrepreneurship courses, encompassing areas such as financial management, business planning, and opportunity identification, plays a vital role in fostering positive attitudes toward entrepreneurship among students. Exposure to comprehensive and practical content enhances students’ perception of entrepreneurship as a viable career option. Studies, including Rauch and Hulsink (2015) and Wasilczuk and Licznerska (2024) [26,27], have demonstrated that the quality and relevance of educational content significantly impact students’ career intentions toward entrepreneurship. Bergmann et al. (2016) further support this notion, emphasizing the importance of relevant content in guiding students’ entrepreneurial career aspirations [28].
H1: 
The content of entrepreneurship education positively influences students’ attitudes toward entrepreneurship, thereby shaping their entrepreneurial intentions.
Testing this hypothesis will clarify the extent to which high-quality educational content can directly shape students’ views on entrepreneurship as a viable career, especially within a region where entrepreneurial opportunities are increasingly promoted by government initiatives.

2.2.2. Improving Perceived Feasibility and Desirability via Pedagogical Approaches

Research has shown that active and experiential learning methods, such as case studies, simulations, and group projects, are essential in enhancing students’ perceived feasibility of entrepreneurial ventures. According to Rideout and Gray (2013) and Pittaway and Cope (2007), hands-on experiences build students’ self-confidence in their entrepreneurial skills, making entrepreneurship more attractive and achievable [12,29]. Nguyen and Do (2023) also suggest that entrepreneurial intention is reinforced when students engage with interactive teaching methods that encourage problem-solving and innovation [30].
H2: 
The pedagogical approaches used in entrepreneurship education directly enhance students’ perceived feasibility and desirability, contributing to their entrepreneurial intentions.
Examining this hypothesis will provide insights into how interactive pedagogical methods, which focus on hands-on experiences, contribute to building students’ confidence in their entrepreneurial abilities, thus aligning with the practical skill development emphasized by Vision 2030.

2.2.3. Attitudes and Perceived Feasibility as Influenced by the Educational Setting

Studies indicate that a supportive educational environment encompassing access to mentors, entrepreneurial networks, and resources plays a significant role in influencing students’ attitudes and perceptions of feasibility, thereby strengthening their entrepreneurial intentions. To elaborate, this hypothesis has been divided into three sub-hypotheses:
H3a: 
Access to entrepreneurial mentors positively influences students’ attitudes toward entrepreneurship. Assessing this hypothesis sheds light on the role of supportive educational environments in enhancing students’ entrepreneurial intentions, which is crucial for fostering an ecosystem that encourages innovation and business creation.
This sub-hypothesis emphasizes the importance of mentors who provide practical insights and guidance, helping to shape positive entrepreneurial attitudes and motivate students to pursue entrepreneurship. This aligns with Hussein-Elhakim’s (2023) findings on mentorship’s role in promoting entrepreneurial aspirations [31].
H3b: 
Access to entrepreneurial networks positively impacts students’ perceived feasibility, enhancing their intentions to engage in entrepreneurship.
This sub-hypothesis reflects the role of entrepreneurial networks in enhancing students’ perceptions of feasibility, as these networks provide necessary support and resources. The importance of networks is also highlighted by Nowiński and Haddoud (2020) [32].
H3c: 
The availability of entrepreneurial resources within the educational environment positively affects students’ perceived feasibility and desirability, supporting their entrepreneurial intentions.
This sub-hypothesis focuses on the significance of resources, such as funding, incubation facilities, and research materials, in supporting students’ entrepreneurial projects. Fayolle and Gailly (2008) similarly noted that these resources increase students’ perception of entrepreneurship as a desirable and achievable career path [8].

2.2.4. The Mediating Role of Personal Attitudes Between Entrepreneurship Education and Future Entrepreneurial Plans

A positive attitude toward entrepreneurship is a crucial mediator that links various components of entrepreneurship education with students’ entrepreneurial intentions. Chen (2024) argues that entrepreneurship education fosters positive attitudes, which in turn drive entrepreneurial intentions. This notion is further supported by Karimi et al. (2022), who demonstrated that exposure to entrepreneurship education is associated with the development of attitudes conducive to entrepreneurial goals [33,34].
H4: 
Students’ attitudes toward entrepreneurship mediate the link between entrepreneurship education (content, pedagogy, and the environment) and their entrepreneurial intentions.
Evaluating the mediating role of personal attitudes helps in understanding the indirect effects of entrepreneurship education on students’ intentions, which could inform how educational programs can be structured to foster positive attitudes towards entrepreneurship.
By combining insights from the EIM and EEF, this study contributes to a deeper understanding of the impact of entrepreneurship education on students’ intentions to pursue entrepreneurship. The theoretical integration of these models highlights the interplay between educational, psychological, and cultural factors, thus offering a comprehensive approach to studying entrepreneurship education within the Saudi context.
After presenting the literature review and developing the study’s hypotheses, we now turn to the research design and methodology employed to analyze the impact of entrepreneurship education on students’ entrepreneurial intentions. The following section details the data collection tools and analytical methods used to test the proposed hypotheses and examine the relationships between variables within the study’s theoretical framework.

3. Materials and Methods

3.1. Data Collection and Analysis Methods

This study employed a quantitative research design to investigate the impact of entrepreneurship education on the entrepreneurial intentions of business administration students at Tayma University College. The Entrepreneurship Education Framework (EEF) by Fayolle and Gailly (2008) [8] and the Entrepreneurial Intention Model (EIM) by Krueger and Carsrud (1993) [9] provided the theoretical foundation, enabling a comprehensive analysis of how the components of entrepreneurship education—content, pedagogy, and the environment—interact with students’ attitudes, subjective norms, perceived feasibility, and desirability to shape their entrepreneurial intentions [35].
The study utilized a carefully selected sample of 135 students, comprising both male and female participants who were either currently enrolled in or had completed entrepreneurship courses. The sample was chosen for several methodological reasons. First, students with firsthand exposure to entrepreneurship education were critical for this study, as practical knowledge and experiences strengthen the reliability of their responses regarding entrepreneurial intentions. Previous research by Yıldırım and Aşkun (2012) [36] supports this approach, highlighting that practical engagement with entrepreneurship significantly enhances the validity of students’ responses regarding related constructs.
Secondly, the sample size of 135 aligns with recommended guidelines for Structural Equation Modeling (SEM), a method chosen for its capacity to evaluate complex models involving multiple constructs. Following the recommendations of Hair et al. (2021) [37], a minimum of five to ten participants per parameter estimated is required to achieve statistical power. With approximately 15 parameters, this sample size meets the threshold necessary for SEM analyses, ensuring robust and statistically reliable results.
Furthermore, the sample was structured to reflect demographic diversity, with a balanced representation of gender and academic backgrounds, enhancing the external validity and generalizability of the findings. This approach is consistent with recommendations for social science research by Rudolph et al. (2023) [38], emphasizing the importance of demographic representativeness for the broader applicability of results.
In line with similar SEM studies, the sample size aligns closely with prior research. For example, in the study of Al-Samamrah et al. (2021), a random sample of 196 employees and volunteers from a study population of 402 individuals was selected. This sample size enhances the reliability of the results and allows for generalization to the target population [39]. In this study, although the sample initially aimed for 250 students, only 135 responses were ultimately collected and analyzed, which still meets the requirements for reliable SEM analysis [40]. This response rate underscores the methodological appropriateness of the sample size in this study context.
To ensure comprehensive insights into entrepreneurial intentions, a multi-dimensional approach to data collection was adopted, focusing on both theoretical and practical facets. The data collection involved a standardized questionnaire divided into two main sections. The first section assessed students’ perceptions of entrepreneurship education in terms of content, pedagogy, and environmental support, utilizing validated instruments. The second section measured entrepreneurial intention through the EIM framework, capturing subjective norms, perceived feasibility, and desirability, with multiple items for each dimension adapted from validated scales. A 5-point Likert scale, ranging from 1 (strongly disagree) to 5 (strongly agree), was used to capture participants’ nuanced perspectives [14].
Data analysis followed a multi-stage approach, starting with exploratory factor analysis (EFA) in SPSS 27 to verify the unidimensionality of the scales and condense variables into key components. Principal Component Analysis (PCA) helped refine these components by grouping related items, offering a clearer representation of underlying constructs [41]. Confirmatory factor analysis (CFA) in AMOS 26 was then employed to validate the structure derived from EFA and to assess construct reliability and model fit, with fit indices indicating a satisfactory alignment with the theoretical model [42].
Structural Equation Modeling (SEM) was the primary analytical technique used to test the study’s hypotheses and analyze the relationships between constructs. This technique allowed for the simultaneous examination of both direct and indirect effects of entrepreneurship education components on students’ entrepreneurial intentions [43]. Reliability analysis was conducted using Cronbach’s alpha, with results demonstrating high internal consistency across constructs, confirming the reliability and suitability of the scales [44].
The integration of EFA, CFA, and SEM allowed for a robust and validated analysis of how the components of entrepreneurship education—content, pedagogy, and the environment—impact students’ entrepreneurial intentions, with model fit indices such as the RMSEA and CFI further supporting the model’s reliability.

3.2. Data Analysis Procedures

The study adopted a systematic data analysis approach, combining exploratory factor analysis (EFA) in SPSS 27 and confirmatory factor analysis (CFA) in AMOS 26. Initially, the measurement scales were assessed for unidimensionality using EFA, ensuring that each construct was measured appropriately. As described by Brown (2015) [41], factor analysis serves as a data reduction technique, effectively organizing the most correlated items into distinct factors, simplifying further analysis.
Following EFA, we applied Principal Component Analysis (PCA) to consolidate the original variables into principal components. This method enables a more concise representation of the data structure by transforming variables into linear combinations, thus enhancing interpretability.
To validate the factor structure from EFA, we employed CFA in AMOS 26, assessing the constructs’ reliability and validity to confirm alignment with the study’s theoretical framework. The combination of exploratory and confirmatory analyses reinforced the robustness of the measurement model and ensured the rigorous testing of the study’s scales.
For hypothesis testing, we utilized Structural Equation Modeling (SEM), which allowed for the simultaneous analysis of direct and indirect effects of entrepreneurship education components on entrepreneurial intentions. This multifaceted analytical approach supports a deeper understanding of the theoretical model and hypotheses.
Reliability analysis, conducted using Cronbach’s alpha, indicated high internal consistency across constructs, confirming the reliability of the measurement scales and supporting the validity of subsequent analyses.

3.2.1. Reliability Analysis

The reliability analysis demonstrated high internal consistency for all constructs, as summarized in Table 1. Each construct exceeded the minimum reliability threshold of 0.7, with most constructs presenting Cronbach’s alpha values above 0.9, signifying robust reliability. This indicates that the items in the questionnaire were highly correlated and accurately reflected the intended constructs, making the data well suited for subsequent analyses, including EFA. A summary of the reliability analysis’s results is provided in the table below:
The initial table presents the outcomes of a reliability analysis employing Cronbach’s alpha for measurement constructs. Based on these findings, it can be concluded that all constructs possess reliability levels exceeding the minimum acceptable threshold of 0.7, as measured by Cronbach’s alpha. This high level of internal consistency, with most constructs achieving alpha values above 0.9, suggests that the measurement scales are both valid and suitable for further analysis.
The items within each construct exhibit a high correlation, accurately reflecting the desired constructs, as indicated by the strong reliability values across all measures. This confirms the data’s quality and suitability for the subsequent exploratory factor analysis (EFA).
Having established the reliability of the measurement scales, the next step involved conducting an exploratory factor analysis (EFA) to uncover the underlying structure of the data and identify the key components influencing students’ entrepreneurial intentions.

3.2.2. Exploratory Factor Analysis (EFA)

To identify the fundamental components shaping students’ entrepreneurial intentions, an exploratory factor analysis (EFA) was conducted on the underlying structure of the measurement scales. The analysis revealed a strong, consistent structure, extracting two main factors that cumulatively explained 79.1% of the variance within the data.
The first factor, accounting for 72.3% of the total variance, encapsulated elements related to the educational environment, pedagogy, and content of entrepreneurship education.
This factor comprehensively represented the framework of entrepreneurship education by encompassing critical instructional and environmental components.
The second factor, explaining an additional 6.8% of the variance, included items concerning subjective norms, personal attitudes, perceived feasibility, and desirability. This factor effectively reflected the social and psychological dimensions that influence students’ entrepreneurial aspirations.
These findings suggest that the constructs of entrepreneurship education and individual psychological factors are adequately captured through the chosen items, thus supporting the validity of the measurement model.
Furthermore, the differentiation between these components underscores the robustness of the EFA model, establishing a solid foundation for future research on entrepreneurial intentions within educational contexts.
The results of the exploratory factor analysis, as detailed in Table 2, highlight the two primary components extracted, along with their respective factor loadings and the variance explained by each component.
This breakdown underscores the critical elements influencing entrepreneurial intentions, including both the educational context and individual psychological factors.
Following the identification of key components influencing entrepreneurial intentions through exploratory factor analysis (EFA), the study proceeded to confirmatory factor analysis (CFA). This step aimed to validate the factor structure obtained from the EFA, ensuring that the model aligns with the theoretical framework and provides robust support for the measurement model. The application of CFA, in particular, was crucial to verify the accuracy of the theoretical structure developed from EFA, thus enhancing the robustness and reliability of the model employed in this study. With CFA, we also assessed how well the observed variables represent the latent constructs within the theoretical framework.

3.2.3. Confirmatory Factor Analysis (CFA)

The measuring model and the proposed factor structure from the exploratory factor analysis (EFA) were both validated by the CFA. The purpose of the CFA was to evaluate the model fit and the connections between the latent constructs and their observable variables using AMOS. Figure 1 illustrates the Structural Equation Model (SEM) used in the study, representing the relationships between entrepreneurship education, entrepreneurial intention, and the associated factors.
  • Model Fit Indices
Important indications from the model fit indices that showed satisfactory levels of fit are as follows:
  • A difference between the model and data was indicated by the chi-square (χ2) value of 145.332 with degrees of freedom (DF) = 81 (p = 0.000). Having said that, the sample size does affect the chi-square statistic.
  • A Root Mean Square Error of Approximation (RMSEA) of 0.077 was considered reasonable in the population, since it falls within the acceptable range of ≤0.08.
  • With a CFI (Comparative Fit Index) of 0.977, the model was considered to be well fitting, surpassing the acceptable threshold of 0.90.
  • A strong model fit was also shown by the NFI (Normed Fit Index): 0.951.
The model fits the data well, as suggested by these fit indices, which corroborated the expected correlations between constructs and indicators. With these indices confirming model adequacy, we then proceeded to interpret the influence of key variables on entrepreneurial intentions as aligned with the EIM and EEF. This model fit validation provided confidence in analyzing the hypothesized relationships and the effects of entrepreneurship education components on students’ intentions.
Table 3 summarizes the fit indices for the CFA model, highlighting how the values align with acceptable thresholds and expected standards for model fit.
  • Factor Loadings
To find out how well each observed variable reflected its corresponding latent construct, we looked at its standardized regression weights. The observed variables strongly related to their underlying latent constructs, since all factor loadings were statistically significant (p < 0.05), and the majority were greater than 0.7.
This provides more evidence that the ideas are genuine and that the measurement scales are reliable. Table 4 provides the factor loadings for each observed variable, indicating that all loadings meet or exceed the acceptable threshold of 0.7.
The high factor loadings presented in Table 4 indicate strong correlations between the observed variables and their corresponding latent constructs, thereby enhancing the theoretical validity of the model. This strong association suggests that the extracted components accurately reflect the theoretical constructs, underscoring the importance of these components—such as educational content, pedagogical methods, and supportive environments—in shaping students’ entrepreneurial intentions.
  • The most important results of the CFA are as follows:
Pedagogy and content: the latent construct of entrepreneurship education showed strong factor loadings, highlighting the significance of both theoretical background and hands-on classroom experience in molding students’ aspirations to start their own businesses.
Substantial theoretical evidence indicates that an individual’s assessments of desirability and feasibility are crucial in shaping their desire to engage in entrepreneurship, as these factors are significantly correlated with entrepreneurial intention.
The large loadings of attitudes and subjective norms indicate their significant impact on the inclination to initiate a business. This aligns with Krueger and Carsrud’s (1993) [9] Entrepreneurial Intention Model (EIM), which posits that entrepreneurial inclinations are significantly influenced by individual attitudes and societal influences.
Finally, this study’s essential components and linkages were validated by the CFA results, which offered strong support for the theoretical model. It is evident that the intricate relationship between entrepreneurship education and students’ intents to start their own businesses is well represented by the combined Entrepreneurial Intention Model (EIM) and Entrepreneurship Education Framework (EEF). With the model’s structure firmly established, the next section will delve into the results, examining the direct and indirect effects of these educational components on students’ entrepreneurial intentions.

4. Results

The results of this study provide crucial insights into the various factors influencing students’ entrepreneurial intentions and support the theoretical frameworks of the Entrepreneurial Intention Model (EIM) and the Entrepreneurship Education Framework (EEF). This analysis not only aligns with the previous literature but also reveals significant relationships that have practical implications for enhancing entrepreneurial education within Saudi Arabia’s educational context.

4.1. Impact of Instruction on Perceived Desirability and Feasibility

One of the key findings relates to how educational content affects students’ perceptions of entrepreneurship’s desirability and feasibility. Specifically, the operational variable “Cont_Op” showed a strong positive impact on “Perceived Desirability” (β = 0.579, CR = 6.468, p < 0.001) and “Perceived Feasibility” (β = 0.726, CR = 9.388, p < 0.001), suggesting that well-designed, practical content fosters students’ confidence and interest in entrepreneurship. This finding is consistent with recent studies emphasizing the importance of practical and applied content in entrepreneurship courses to boost self-efficacy and appeal among students [45,46].
On the other hand, “Ped_Work” did not significantly influence “Perceived Desirability” (β = 0.039, CR = 0.566, p > 0.05), indicating that the method of content delivery alone may not enhance entrepreneurship’s perceived attractiveness. This finding echoes the conclusions of recent research which suggests that while active learning is beneficial, it must be aligned with high-quality content to effectively shape students’ perceptions [47].

4.2. Role of Subjective Norms and the Influence of Entrepreneurship Education

The results also reveal a significant positive relationship between “Entrepreneurship Education” and “Subjective Norms” (β = 0.734, CR = 7.776, p < 0.001), suggesting that entrepreneurship programs shape students’ perceptions of social and familial expectations regarding entrepreneurial activity. This aligns with recent findings that highlight the role of educational interventions in shaping social beliefs and pressures, which can, in turn, influence entrepreneurial intentions [48]. The integration of “Environment” (β = 0.298), “Content” (β = 0.282), and “Pedagogy” (β = 0.330) into the construct of “Entrepreneurship Education” demonstrates the importance of a supportive and structured educational environment, confirming that a holistic approach to entrepreneurship education can significantly influence students’ perceptions [49].

4.3. Impact of Perceived Desirability and Feasibility on Entrepreneurial Intentions

The SEM analysis further shows that “Perceived Desirability” (β = 0.135) and “Perceived Feasibility” (β = 0.136) have statistically significant effects on “Entrepreneurial Intention”. Although these values are moderate, their significance suggests that students’ entrepreneurial intentions are positively influenced by their beliefs in the attractiveness and viability of entrepreneurship. This supports findings from recent studies indicating that perceived desirability and feasibility are essential components of entrepreneurial motivation [50].

4.4. Influence of Attitudes and Subjective Norms on Entrepreneurial Intentions

The model also highlights the importance of individual attitudes and perceived social pressures, showing that “Attitudes” (β = 0.137) and “Subjective Norms” (β = 0.148) are significant predictors of “Entrepreneurial Intention”. This finding is consistent with recent research that underscores the impact of personal attitudes and normative beliefs on entrepreneurial behavior [51]. Given the cultural importance of social expectations in Saudi Arabia, these results indicate that societal support and positive personal attitudes are essential for fostering entrepreneurial ambitions.

4.5. Mentorship and Interactive Pedagogy in Shaping the Entrepreneurial Environment

“Environment” was notably impacted by “Env_Mentor” (β = 0.976), demonstrating that mentorship is a key element in a supportive entrepreneurial environment. Research has shown that mentorship programs within educational institutions are critical for providing students with the confidence and skills needed to pursue entrepreneurship [52]. Furthermore, the strong link between “Ped_Interact” (interactive pedagogy) and “Content” (β = 0.927) suggests that interactive teaching methods substantially enhance the effectiveness of entrepreneurship education. This is aligned with recent studies indicating that interactive learning is essential for building entrepreneurial competencies [53].
The model’s robustness is further highlighted through its explanatory power. Specifically, the squared multiple correlations (R2) show that the model explains a significant proportion of variance in key variables. For instance, the variance in “Entrepreneurial Intention” (R2 = 0.935) indicates that 93.5% of the variation in students’ intentions to pursue entrepreneurship is accounted for by this model’s predictors. Similarly, “Entrepreneurship Education” (R2 = 0.779) demonstrates that 77.9% of the variation is explained by factors related to the educational environment, instructional techniques, and content. Recent studies confirm the importance of these factors in explaining variance in entrepreneurial outcomes within educational contexts [54,55].
These findings validate the theoretical model, emphasizing the interconnected role of educational, environmental, and individual perception factors in shaping entrepreneurial intentions among students in Saudi Arabia. The insights gained highlight the need for a well-rounded and culturally aligned approach to entrepreneurship education that addresses both practical skills and social expectations.
Table 5 provides an overview of the key and new relationships identified in the model, highlighting variables that significantly impact students’ entrepreneurial intentions.
Table 6 also summarizes the main findings of this research, highlighting the core results that support the study’s conclusions and implications for entrepreneurship education.
Based on the results presented above, the following section delves into an analysis and interpretation of the different impacts of entrepreneurship education on students’ entrepreneurial intentions. This section will explain these findings in more detail, comparing them with previous research and exploring theoretical and practical dimensions that contribute to our understanding of the field.

5. Discussion

In comparison to studies by Nabi et al. (2017) and Nowiński et al. (2019) [56,57], our findings demonstrate a consistent trend in the impact of entrepreneurship education content on entrepreneurial intentions. However, the unique context of this study enriches the existing literature by offering a deeper understanding of how Saudi Arabian cultural and educational settings influence these outcomes. This suggests that while global trends in entrepreneurial education are evident, localized factors play a crucial role.

5.1. First Hypothesis: The Impact of Entrepreneurship Education Content on Entrepreneurial Intentions (H1)

The content of entrepreneurship education programs enhances students’ attitudes towards entrepreneurship, hence positively affecting their entrepreneurial intentions. Variables pertaining to “Entrepreneurship Content” (e.g., Cont_Op) demonstrated a substantial influence on entrepreneurial intentions, confirming that the educational material provided in entrepreneurship programs favorably affects entrepreneurial intents. Walter et al. (2016) proposed that students’ motivation to start their own companies improves when educational content is comprehensive and practical [58], and these results fit with that idea. According to recent research [32], students’ confidence is boosted by realistic content that is grounded in actual instances, which in turn makes the idea of entrepreneurship seem more appealing and doable.

5.2. The Second Hypothesis: The Influence of Pedagogical Approaches on Perceived Feasibility and Desirability (H2)

In order to increase students’ entrepreneurial intents, entrepreneurship education pedagogical approaches directly boost perceived desirability and feasibility, according to Hypothesis H2. Classroom strategies, and the “Cont_Op” variable in particular, were found to significantly affect how desirable and feasible things were perceived.
According to Rideout and Gray (2013) [12], students’ belief in their capacity to put entrepreneurial ideas into action can be enhanced through practical exercises and group projects, as indicated by the values β = 0.579 and 0.726, respectively.
This lends credence to earlier research on the impact of interactive learning on boosting entrepreneurial appeal, suggesting that hands-on classroom activities boost interest in starting a business [8].

5.3. Hypothesis 3: The Influence of the Educational Environment on Attitudes and Perceived Feasibility (H3)

Students’ attitudes toward entrepreneurship and perceived feasibility are greatly affected by a supportive educational environment, which includes mentors, networks, and resources.
As a result, their aspirations to start their own business are strengthened. Students’ intentions to start their own businesses were positively affected by a supportive school climate, as indicated by the “Environment” variable (β = 0.298), according to the statistical analysis. Elements related to the environment, such as “Env_Mentor”, significantly influenced the ability to guide and assist students.
This validates the findings of a previous study by Walter et al. (2016), indicating that students’ confidence and drive to participate in entrepreneurial activities are augmented in an educational environment that offers opportunities and professional mentorship [58].

5.4. Hypothesis 4: The Mediating Role of Attitudes Between Entrepreneurship Education and Entrepreneurial Intentions (H4)

The results presented above provide substantial insights into the various factors influencing entrepreneurial intentions among students. These findings not only align with existing theoretical frameworks but also reveal practical implications that warrant deeper examination in the following discussion section. The fourth hypothesis posits that the relationship between entrepreneurship education (regarding content, methodology, and the atmosphere) and students’ aspirations to establish their own enterprises is influenced by students’ perceptions of entrepreneurship. The results demonstrated that the “Attitudes” variable directly affected entrepreneurial ambitions (β = 0.137), confirming the hypothesis that attitudes toward entrepreneurship actively mediate the relationship between the two. The significance of having a positive attitude in turning the knowledge gained from entrepreneurship education into practical entrepreneurial goals has been shown in previous research [59,60].

5.5. Review of the Model’s Recent Findings Regarding New Relationships

The study’s theoretical model was enhanced by the emergence of numerous new, statistically significant associations during the analyses: the analysis showed that practical content centered on operational processes has a strong influence on students’ perceptions of the feasibility and desirability of entrepreneurship (Cont_Op). Consistent with the results of Adeel et al. (2023), this indicates that classroom instruction and real-world experience greatly contribute to students’ optimistic views of their own entrepreneurial abilities [61].
Perceived desirability was not directly affected by pedagogical activity (Ped_Work) (β = 0.039, p > 0.05); nevertheless, attitudes are likely to be indirectly influenced by the content of education. This aligns with the recommendations of Nabi et al. (2017), who observed that experiential learning methods indirectly foster positive perceptions of entrepreneurship [56].
Exposure to high-quality materials in a secure classroom environment, facilitated by proficient instructors, demonstrates that entrepreneurship education positively influences students’ intentions to establish their own enterprises. The results align with previous research [58], emphasizing the necessity of developing educational models that foster young entrepreneurship through the integration of content, the environment, and attitudes.

In Summary

It is clear from this discussion that students’ aspirations toward entrepreneurship are greatly affected by comprehensive and integrated entrepreneurship education. The results are in line with existing theoretical frameworks and add to our understanding of how to educate students to be more entrepreneurial because of the abundance of recent references that back them up.

5.6. Limitations and Suggestions for Future Research

This study has specific limitations; yet, it offers essential insights into the impact of entrepreneurship education on the intents of business administration students to initiate their own enterprises. The primary issue is the limited sample size (135 students from Tayma University College), which may hinder the generalizability of the results to students at other institutions or in different disciplines. Secondly, the study examined a singular cultural and educational context in Saudi Arabia; thus, the results may not be generalizable to other locations.
To enhance the applicability of the results across diverse contexts, subsequent studies should evaluate the model in various countries and cultural frameworks, while expanding the sample size to include students from an array of academic disciplines. Government support and economic policies are additional elements that may influence the propensity of individuals to initiate their own firms, warranting examination in future research.

5.7. Theoretical and Practical Contributions

This research advances the theoretical discourse on the influence of entrepreneurship education on students’ future entrepreneurial ambitions by synthesizing the Entrepreneurship Education Framework (EEF) with the Entrepreneurial Intention Model (EIM). The results demonstrated that students’ entrepreneurial tendencies are significantly affected by the curriculum, teaching strategies, and educational context of entrepreneurship education. In developing and rising economies like Saudi Arabia, where fostering entrepreneurship is essential to economic transformation initiatives, this significantly enhances the existing corpus of knowledge.
The findings present a compelling argument for educational institutions and policymakers to enhance entrepreneurial education by developing integrated programs that emphasize pertinent content, innovative teaching methods, and a supportive environment. Adhering to these measures can cultivate the forthcoming generation of corporate leaders by equipping them with the knowledge and expertise essential for success in the contemporary marketplace.
The aforementioned results offer significant insights into the diverse elements affecting entrepreneurial inclinations among students. These findings not only conform to established theoretical frameworks but also disclose practical consequences that necessitate further exploration in the subsequent discussion section.
This study’s practical consequences indicate that educational institutions ought to embrace a more comprehensive approach to entrepreneurship education, including real-world case studies, mentorship initiatives, and joint projects. This comprehensive strategy aids students in acquiring both academic knowledge and practical skills essential for addressing entrepreneurial difficulties. Policymakers and university administrators can leverage these findings to build courses that cultivate entrepreneurial skills, thereby advancing the economic development objectives specified in national initiatives like Saudi Vision 2030.

5.8. Global Implications

The results of this study indicate significant global implications, particularly for countries seeking to promote entrepreneurship as a primary driver of economic growth and innovation. The study highlights alignment with global trends that view entrepreneurship as a path toward economic diversification, especially in emerging markets. This alignment is evident in the context of Saudi Vision 2030, which aims to strengthen economic stability and empower youth through job creation and innovation [62]. Furthermore, the study reveals the adaptability of the Entrepreneurial Intention Model (EIM) and the Entrepreneurship Education Framework (EEF) across various educational systems worldwide. This suggests that fostering entrepreneurial intentions is not confined to specific regions; rather, it can be achieved in diverse contexts if educational strategies focusing on experiential learning and creative problem-solving are adopted [56].
The findings also emphasize that educational institutions worldwide can enhance their competitiveness by adopting integrated educational approaches that prepare students to launch successful entrepreneurial ventures in international markets. The study shows that providing supportive educational environments and high-quality instructional materials contributes to this goal, enabling students to acquire the necessary skills to navigate global market challenges [58].
Finally, these findings provide policymakers with an opportunity to formulate educational policies that encourage entrepreneurial thinking at early stages in students’ academic journeys, considering the potential for global application. Global initiatives focusing on integrating entrepreneurship into formal education systems can benefit from this study, as it helps prepare future leaders capable of addressing the increasing global challenges in a complex, interconnected economic environment [8].

6. Conclusions

Students’ entrepreneurial ambitions and thoughts are significantly impacted by entrepreneurship education, according to this study’s findings. Drawing on the Entrepreneurship Education Framework (EEF) and the Entrepreneurial Intention Model (EIM), this study deepens our comprehension of the critical role that a classroom setting that combines diverse pedagogical approaches, organized course material, and a supportive community plays in inspiring students to follow their entrepreneurial dreams.
A thorough analysis of the influences of entrepreneurship education on the entrepreneurial aspirations of Tayma University College’s business administration students has been presented in this study. Incorporating two prominent models, the Entrepreneurial Intention Model (EIM) by Krueger and Carsrud (1993) and the Entrepreneurship Education Framework (EEF) by Fayolle and Gailly (2008), this study sheds light on the complex ways in which entrepreneurship education influences students’ ambitions to start their own businesses [8,9].
Research has shown that students’ intents to start their own businesses are greatly affected by entrepreneurship education programs that combine engaging pedagogical methods with rich information and a nurturing classroom environment. In particular, the research proved that students’ attitudes about entrepreneurship and their intents to pursue entrepreneurial endeavors are positively impacted by the content supplied through the curriculum for entrepreneurship education. This was demonstrated by the substantial influence of variables such as “Cont_Op,” which played a crucial role in elevating students’ perceived feasibility and attractiveness of participating in entrepreneurial endeavors. Consistent with other previous studies, our findings confirm that extensive and realistic course material helps foster entrepreneurial aspirations.
Case studies, simulations, and practical learning were found to be highly effective in boosting students’ self-confidence as entrepreneurs, and the study also highlighted the importance of pedagogical techniques in promoting perceived feasibility and attractiveness. A student’s mindset toward and perceived feasibility of entrepreneurship are greatly affected by their surroundings, which includes mentorship, entrepreneurial networks, and institutional assistance. This proves that students’ intents are better shaped and that they are better prepared to succeed as entrepreneurs when they are part of a supportive educational environment.
Additionally, the research demonstrated that attitudes mediate the relationship between entrepreneurship education and entrepreneurial inclinations. This discovery highlights the importance of students’ attitudes toward entrepreneurship as a crucial link in the chain that connects the theoretical understanding of entrepreneurship with practical plans to start a business.
Further insights into the interaction between practical content delivery and pedagogical methods and their impact on entrepreneurial inclinations were provided by new linkages uncovered in the model. Practical, hands-on experience is crucial for cultivating an entrepreneurial mindset, as seen by the substantial link between Cont_Op and perceived feasibility and desirability. Consistent with previous research, pedagogical work (Ped_Work) did not have an effect on perceived attractiveness; nonetheless, it is likely to have an indirect effect on entrepreneurial inclinations due to its contribution to the overall educational content.
In conclusion, this research adds to what is already known about entrepreneurship education by showing that students’ entrepreneurial intentions can be nurtured through a well-rounded educational approach that includes rich content, innovative teaching methods, and a supportive environment. The research showcases the combined usefulness of the EIM and EEF in describing how entrepreneurship education changes students’ entrepreneurial goals, and it provides empirical data that support the integration of both concepts.
From a more pragmatic viewpoint, the study provides useful information for educational institutions, lawmakers, and teachers regarding the significance of creating all-encompassing entrepreneurship education programs that encourage emotional and intellectual growth in students. Preparing students to become successful entrepreneurs, equipped with the knowledge, mindset, and practical skills to thrive in the ever-changing business world, can be achieved through programs that prioritize interactive pedagogy, a supportive environment, and practical content. Notwithstanding the study’s limitations in terms of the sample size and overall setting, future research can expand upon this one to investigate the impacts of entrepreneurship education on different demographics and in different cultural situations. Future research can validate and expand our understanding of how entrepreneurship education can effectively inspire and prepare aspiring company owners in various contexts by expanding the scope of our present studies. Therefore, the findings of this study contribute to the current literature and are useful for advancing entrepreneurial education in practice, which has the potential to promote innovation and economic growth.
Furthermore, entrepreneurship education acts as a driver of sustainable development by equipping students with the skills and innovative mindset necessary to tackle socio-economic challenges. This aligns with Vision 2030’s objectives to promote sustainability and economic diversification, making entrepreneurship education a cornerstone in building a self-reliant and resilient economy.

Funding

This research received no external funding.

Institutional Review Board Statement

Ethical review and approval were waived for this study because it did not involve human or animal subjects in a manner that required such approval. The research approach and anonymized data collection used online questionnaires.

Informed Consent Statement

Informed consent was obtained from all subjects involved in the study.

Data Availability Statement

Data supporting the reported results can be requested from the corresponding author upon reasonable request. Data are unavailable publicly due to privacy and ethical restrictions.

Acknowledgments

The author would like to express sincere gratitude to the University of Tabuk and Tayma University College for providing a supportive and conducive environment for conducting this research. Special thanks are extended to the students for their valuable cooperation and participation, which made this study possible.

Conflicts of Interest

The author declares no conflicts of interest.

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Sustainability 16 10070 g001
Figure 1. Structural Equation Model (SEM) depicting the relationships between entrepreneurship education, entrepreneurial intention, and associated constructs.
Figure 1. Structural Equation Model (SEM) depicting the relationships between entrepreneurship education, entrepreneurial intention, and associated constructs.
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Table 1. Results of reliability analysis for measurement constructs using Cronbach’s alpha.
Table 1. Results of reliability analysis for measurement constructs using Cronbach’s alpha.
ConstructNumber of ItemsCronbach’s AlphaReliability Interpretation
Content40.946Very High Reliability
Pedagogy40.955Very High Reliability
Environment40.955Very High Reliability
Attitudes30.927Very High Reliability
Subjective Norms30.897High Reliability
Perceived Feasibility30.943Very High Reliability
Perceived Desirability30.915Very High Reliability
Table 2. Factor loadings and explained variance for principal components in EFA.
Table 2. Factor loadings and explained variance for principal components in EFA.
VariableComponent 1Component 2
Initial Eigenvalues17.3441.641
Variance Explained (%)72.372.3
Cumulative Variance (%)6.879.1
Factor Loadings for EFA ComponentsEnv_Mentor0.841Att_Goals0.844
Env_Enc0.838Norms_Fam0.826
Ped_Group0.808Norms_Friends0.816
Ped_Work0.8Des_Work0.794
Env_Res0.795Att_Excite0.794
Cont_Op0.794Norms_Comm0.784
Ped_Interact0.793Feas_Challenge0.781
Cont_Fin0.763Des_Achieve0.768
Env_Net0.759Feas_Manage0.767
Cont_Mkt0.758Att_Reward0.752
Cont_BP0.756Feas_Skills0.688
Ped_Case0.727Des_Enjoy0.678
Table 3. Model fit indices for the confirmatory factor analysis (CFA).
Table 3. Model fit indices for the confirmatory factor analysis (CFA).
Fit IndexValueAcceptable ThresholdExpected Value/Rule
Chi-square (χ2)145.332p ≤ 0.05Smaller values indicate better fit (sensitive to sample size)
p-value0.000≤0.05A value < 0.05 is often desired
Root Mean Square Error of Approximation (RMSEA)0.077≤0.08Values ≤ 0.06 indicate a good fit
Comparative Fit Index (CFI)0.977≥0.90Values ≥ 0.95 indicate excellent fit
Normed Fit Index (NFI)0.951≥0.90Values ≥ 0.90 indicate acceptable fit
Table 4. Factor loadings for observed variables in the CFA model.
Table 4. Factor loadings for observed variables in the CFA model.
Latent ConstructObserved VariableFactor
Loading		Acceptable Threshold
Entrepreneurship EducationPedagogy0.8≥0.7
Content0.82≥0.7
Entrepreneurial IntentionAttitudes0.85≥0.7
Subjective Norms0.78≥0.7
Perceived Feasibility0.81≥0.7
Perceived Desirability0.75≥0.7
Table 5. Key and new relationships in the model.
Table 5. Key and new relationships in the model.
RelationshipEstimateS.E.C.R.p-Value
Ped_Work <--- Content1.000---
Cont_Op <--- Pedagogy1.1280.06218.307***
Entrepreneurship_Education <--- Environment1.000---
Perceived_Desirability <--- Cont_Op0.3660.0576.468***
Perceived_Feasability <--- Cont_Op0.4610.0499.388***
Des_Achieve <--- Perceived_Desirability1.0080.06715.040***
Feas_Challenge <--- Perceived_Feasability1.1770.05322.174***
Att_Goals <--- Attitudes1.1010.06616.754***
Env_Mentor <--- Environment1.3060.08914.709***
Norms_Fam <--- Subjective_Norms1.000---
Entrepreneurial_Intention <--- Perceived_Desirability1.000---
Entrepreneurial_Intention <--- Subjective_Norms1.000---
Entrepreneurial_Intention <--- Entrepreneurship_Education1.000---
Note: *** indicates a statistically significant relationship at p < 0.001.
Table 6. Summary of main findings.
Table 6. Summary of main findings.
DimensionImpact on Entrepreneurial_IntentionKey Indicators
Entrepreneurship_EducationHigh impact (Estimate = 1.000)Content, Pedagogy, Environment
Perceived_DesirabilityModerate impact (Estimate = 1.000)Des_Enjoy, Des_Achieve, Des_Work
Perceived_FeasabilityModerate impact (Estimate = 1.000)Feas_Skills, Feas_Challenge, Feas_Manage
Subjective_NormsLow impact (Estimate = 1.000)Norms_Fam, Norms_Friends
AttitudesLow impact (Estimate = 1.101)Att_Reward, Att_Goals
EnvironmentHigh impact through mentorship (Estimate = 1.306)Env_Enc, Env_Mentor
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Abbes, I. Shaping Entrepreneurial Intentions Through Education: An Empirical Study. Sustainability 2024, 16, 10070. https://doi.org/10.3390/su162210070

AMA Style

Abbes I. Shaping Entrepreneurial Intentions Through Education: An Empirical Study. Sustainability. 2024; 16(22):10070. https://doi.org/10.3390/su162210070

Chicago/Turabian Style

Abbes, Ikram. 2024. "Shaping Entrepreneurial Intentions Through Education: An Empirical Study" Sustainability 16, no. 22: 10070. https://doi.org/10.3390/su162210070

APA Style

Abbes, I. (2024). Shaping Entrepreneurial Intentions Through Education: An Empirical Study. Sustainability, 16(22), 10070. https://doi.org/10.3390/su162210070

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