Exploring the Multidimensional Effects of Entrepreneurship Education on Entrepreneurial Intention Among Students in Algerian University Incubators

Entrepreneurship education has become a key instrument through which universities and incubators develop the knowledge, motivation, capabilities, and relationships required for entrepreneurial action. However, its learning dimensions remain largely underexplored. This study combines Johannisson’s framework with Ajzen’s Theory of Planned Behavior (TPB) to examine how four dimensions of entrepreneurship education (“Know-What”, “Know-Why”, “Know-How”, and “Know-Who”) influence the three antecedents of entrepreneurial intention and, in turn, entrepreneurial intention. Data were collected from 316 students enrolled in Algerian universities hosting incubators and analyzed using partial least squares structural equation modeling (PLS-SEM). The results show that the learning dimensions do not activate the TPB antecedents in the same way. “Know-Why”, “Know-How” and “Know-Who” positively influence several TPB antecedents, whereas “Know-What” has no significant effect. Entrepreneurial attitude is the strongest predictor of entrepreneurial intention. Overall, the findings reinforce the need for a multidimensional approach to studying entrepreneurship education and refine the application of the TPB in this context. They also offer guidance to universities, incubators, and policymakers for designing coordinated programs that combine theoretical instruction, motivational learning, experiential skill development, mentoring, and networking across the entrepreneurial ecosystem, with potential benefits for employability, intrapreneurship, innovation, self-employment, and regional development.