This study examines the motivations influencing social entrepreneurial intentions among Tunisian students. Utilising principal component analysis (PCA) and discriminant analysis (DA), data was collected from 302 students at the Faculty of Economics and Management Sciences of Sfax. The results reveal that both intrinsic motivations (such as those responding to needs, empathy, social innovation, and passion) and extrinsic motivations (including family background, relational networks, entrepreneurship education, national culture, and digital channels) positively impact students' social entrepreneurial intentions. The findings highlight the need to foster a social entrepreneurial mindset among Tunisian students, suggesting that dedicated training and academic programs in universities are crucial for promoting social entrepreneurship as a viable career option. This study underscores the importance of supporting social entrepreneurs to address pressing societal challenges and suggests further research on the actualisation of social entrepreneurial intentions.

Studies highlight that Entrepreneurship Education (EE) is now a well-established research field, yet fundamental issues concerning its theoretical foundations and societal role remain highly debated. To substantiate this debate and strengthen theoretical and epistemological perspectives, the call for this special issue identified three complementary macro topics deserving of research attention: philosophical and theoretical issues, pedagogies and educational models, and critical perspectives. This introduction offers a comprehensive review of the EE literature that explicitly addresses philosophical concerns or introduces well-defined perspectives, identifying four partially overlapping temporal phases that reflect shifting analytical foci on EE conceptualization and philosophical engagement. The analysis shows that while pedagogical models and educational practices have been extensively explored, deeper philosophical inquiry and critical reflection on issues of inclusion, gender, and social responsibility have emerged more explicitly only in recent years. The papers included in our special issue, accordingly, tend to address important gaps underlined in both our call and literature review.

Growing evidence suggests that the passion for teaching entrepreneurship substantially contributes to the effectiveness of education programmes. This paper conceptually explores the role of teachers in entrepreneurship education (EE), with a focus on student outcomes. Specifically, the paper focuses on the impact of harmonious and obsessive passions for teaching and entrepreneurship on student-level outcomes such as programme satisfaction, learning and venture creation. Our conceptual model contributes to the EE literature by revealing the underestimated role of passion for teaching entrepreneurship in EE.

Fragmentation is the main obstacle to scientific progress on entrepreneurial intention. To address this issue, we systematise the current literature with a hybrid bibliometric method that combines co-citation and bibliographic coupling analysis for the first time in entrepreneurial intention studies to show the field's knowledge base and research fronts and to examine how divergent perspectives have challenged the core knowledge of the field. We highlight three recurring dimensions of entrepreneurial intention studies: (1) personal factors, (2) social factors and (3) investigational settings. In addition to introducing new constructs, divergent perspectives have emphasised the interplay between these components and challenged the mechanisms connecting them. Based on these findings, we extend previous classifications in the literature by providing a framework that integrates divergent perspectives with the field's knowledge base, helping establish future research avenues and improving the theorising process of entrepreneurial intention.

PurposeEntrepreneurship education (EE) through innovative teaching techniques (ITEE) and entrepreneurial intention (EI) are two essential components of entrepreneurship development. Using the assumptions of the Theory of Planned Behavior (TPB), we took three constructs: attitude (ATT), subjective norms (SUBNs), and perceived behavioral control (PBC), and from the assumption of Human Capital (HC) theory, we constructed another variable, ITEE. Thus, the fundamental objective of this study is to find out the essential predictor of EI between entrepreneurial antecedents (ATT, SUBNs, PBC) and ITEE through an artificial neural network (ANN).Design/methodology/approachUsing the snowball sampling technique, a highly structured questionnaire was sent to respondents. Finally, a sample size of 397 business graduate students was chosen.FindingsThe findings revealed that two dimensions of entrepreneurial antecedents (attitude and subjective norm) positively impacted EI. Furthermore, ITEE partially mediated the relationship between two dimensions of entrepreneurial antecedents (attitude and subjective norm) and EI. Moreover, through ANN, we found that attitude (ATT) was a crucial predictor of EI among business graduate students in Bangladesh.Research limitations/implicationsIn this study, only business graduate students were included as respondents; thus, further research should include students from other departments or disciplines to generalize the findings.Practical implicationsThis study covers numerous actors in terms of practical contributions, including students, academics, the government, and the state. This article should draw the attention of Bangladesh government policymakers regarding the significance of ITEE for developing entrepreneurship. The research framework of this study proposed that ITEE should implement antecedents of entrepreneurship into business education, boosting the ability of students to make judgments, which will also enhance EI in the future.Originality/valueIntegrating the TPB theory with human capital theory represents a significant scholarly advancement in business education for graduate students in Southeast Asia, namely Bangladesh. Furthermore, we developed a novel ITEE scale by synthesizing information from many literary sources, providing valuable insights for future researchers.

The study argues that the educational needs of engineering students for entrepreneurship and managerial education are specific and evolving over time toward a set of skills and knowledge needed in digital and dynamic world. Existing research largely ignored the distinct and evolving nature of these educational needs and their implications for entrepreneurship and managerial education of engineering students. Using design thinking and teaching model literature, we proposed teaching model framework and derived propositions from conceptual arguments to address these educational needs effectively. The proposed conceptual teaching model framework elaborates on the incorporation of cognitive acts of design in various aspects at ontological, didactical, and contextual levels. The framework views education as a process of co-construction, centered on students, where the role of the teacher is similar to that of a coach. Students work in teams and practice the cognitive acts of design that lead to the development of interpersonal, entrepreneurial, and managerial skills. For this purpose, open-ended questioning, real-life customer problems, design thinking methodology, and lean methodology are proposed as effective content and pedagogies to promote the entrepreneurial behaviors required in the current industrial scenario.

This book explores entrepreneurial activity and its close relationship with the surrounding context. Entrepreneurial initiatives can address various issues through innovative methods, with the context playing a crucial role in empowering or limiting entrepreneurs. Understanding the specific environment where entrepreneurship occurs is essential to support entrepreneurs effectively in different fields. Scholars and educators put significant effort into adapting entrepreneurship programs for different domains, considering cultural, geographical, and socio-economic factors. The book highlights the natural connection between context and entrepreneurship education, which can stimulate entrepreneurship in various settings. Reflection on how entrepreneurship is taught and its influencers also affects the outcomes of such programs at individual and contextual levels. The book aims to foster awareness of entrepreneurship's adaptability to specific contexts and the importance of tailored educational approaches. It includes chapters on innovative approaches in entrepreneurship education and various entrepreneurship teaching methods.

La mise en place de politiques d’appui à la création d’entreprises est, depuis les années 80, une réalité effective en Europe et en particulier en France. Les auteurs analysent l’évolution récente des objectifs de ces systèmes destinés à aider les nouveaux entrepreneurs à réunir les ressources nécessaires pour mener à bien leurs projets. Et ils s’interrogent sur les enjeux, et donc sur la pertinence même, de la « création accompagnée » avant de définir les conditions de son succès et ses perspectives.

Digital technologies are transforming the entrepreneurial landscape and enabling the democratization of entrepreneurship. The ongoing advancement of digital technologies has transformed the business environment and created a wide range of opportunities that have led to new ways to pursue entrepreneurship. This paper highlights the different definitions of digital entrepreneurship proposed by various scholars and discusses the impact of digital technologies on academic entrepreneurship, entrepreneurship as a field of practice, and entrepreneurship research. The paper introduces three accepted manuscripts and shows how they contribute to filling the gaps in knowledge in the field. Furthermore, the paper proposes a research agenda focusing on the impact of digital technologies on the field of entrepreneurship. The review highlights the need for future research to investigate the effects of digital technologies on the entrepreneurial phenomenon and to explore how the digital economy might affect our conceptualization of entrepreneurship in its nature and shifting contours.