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<p>This study developed and tested a psychological model explaining associations between entrepreneurship education (EE) and student creativity and entrepreneurial behavior, drawing on the theory of planned behavior (TPB) and the componential theory of creativity (CTC). Using a cross-sectional survey of 335 hospitality students and analyzing the data with partial least squares structural equation modeling (PLS-SEM), the study examined the relationships of EE with individual creativity, university-level creativity, entrepreneurial attitudes, and entrepreneurial intentions. The results show that EE is positively associated with students’ entrepreneurial intentions, attitudes, and individual creativity. Entrepreneurial attitudes and intentions appear to act as key psychological mediators in several pathways, suggesting an interconnected nature of creativity and entrepreneurial behavior. However, entrepreneurial intentions do not mediate the relationship between EE and university-level creativity. The findings provide contextual support and possible extensions to TPB and CTC by highlighting how educational interventions relate to both creative capacity and entrepreneurial tendencies in resource-constrained higher education contexts. Practically, the study provides preliminary guidance for enhancing entrepreneurship curricula and designing supportive ecosystems that promote creativity, experiential learning, mentorship, and entrepreneurial behavior among hospitality students.</p>

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Entrepreneurship education shapes creativity among Egyptian hospitality students through entrepreneurial attitudes and intentions

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年7月7日

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  • Omar Alsetoohy,
  • Mahmoud Abou Kamar,
  • Ahmad Samed Al-Adwan,
  • Sayed M. Ismail,
  • Anwar Hammad Al-Rashidi,
  • Khaled Ahmed Abdel-Al Ibrahim

摘要

This study developed and tested a psychological model explaining associations between entrepreneurship education (EE) and student creativity and entrepreneurial behavior, drawing on the theory of planned behavior (TPB) and the componential theory of creativity (CTC). Using a cross-sectional survey of 335 hospitality students and analyzing the data with partial least squares structural equation modeling (PLS-SEM), the study examined the relationships of EE with individual creativity, university-level creativity, entrepreneurial attitudes, and entrepreneurial intentions. The results show that EE is positively associated with students’ entrepreneurial intentions, attitudes, and individual creativity. Entrepreneurial attitudes and intentions appear to act as key psychological mediators in several pathways, suggesting an interconnected nature of creativity and entrepreneurial behavior. However, entrepreneurial intentions do not mediate the relationship between EE and university-level creativity. The findings provide contextual support and possible extensions to TPB and CTC by highlighting how educational interventions relate to both creative capacity and entrepreneurial tendencies in resource-constrained higher education contexts. Practically, the study provides preliminary guidance for enhancing entrepreneurship curricula and designing supportive ecosystems that promote creativity, experiential learning, mentorship, and entrepreneurial behavior among hospitality students.