Fostering the entrepreneurial intention of university students: the role of challenge-based learning approach

Building on the Theory of Planned Behavior, the aim of this paper is to investigate the moderating effect of entrepreneurship education in the relationship between attributes like attitude, social norms and perceived behavioral control, and the entrepreneurial intention of university students. Specifically, the moderation effect of entrepreneurship programs that adopt a Challenge-Based Learning approach is analyzed. To do so, the Italian sample of university students who participated in the 2021 Global University Entrepreneurial Spirit Students' Survey (GUESSS) was used. Results confirm that participation in entrepreneurial programs that adopt a Challenge-Based Learning positively moderate the relationship between Theory of Planned Behavior attributes and entrepreneurial intention of the students. Specifically, the results show that participation in Challenge-Based programs increases the positive effect of attitude on entrepreneurial intention.