The Impact of Entrepreneurship Education through Active Learning and the Learning Office Program on Entrepreneurial Development: The Mediating Role of Entrepreneurial Attitudes and Intentions

This study investigates the impact of entrepreneurship education (EE) through Active Learning (AL) and the Learning Office Program (LO) on entrepreneurial development, employing the Theory of Planned Behavior (TPB) as a theoretical framework. TPB emphasizes the importance of assessing intentions to initiate new ventures, focusing on attitudes, subjective norms, and perceived behavioral control. The research targeted students and graduates of the Institute of Administration and Accounting in Kabul, which is part of the technical and vocational education and training (TVET) system. A quantitative design was utilized, surveying 412 participants through established scales and stratified random sampling. The data were analyzed using structural equation modeling (SEM). The findings underscore the critical role of entrepreneurship education (EE) in fostering positive entrepreneurial attitudes and intentions, with the Learning Office Program (LO) significantly influencing these constructs. In contrast, the absence of a significant relationship between Active Learning (AL) and entrepreneurial attitudes (EA) indicates that while AL may enhance entrepreneurial skills, its direct impact on attitudes is less pronounced, highlighting the need for further research into effective active learning techniques. Ultimately, the study reinforces that EE, particularly through structured programs like LO, effectively enhances entrepreneurial outcomes and offers valuable insights for policymakers and educators. The positive effects of entrepreneurship education are further amplified by the mediating roles of entrepreneurial attitudes and intentions, emphasizing the necessity of a supportive environment for aspiring entrepreneurs, especially in developing countries grappling with youth unemployment.