From classroom to venture: How entrepreneurial programs, engagement, and extracurricular activities drive entrepreneurial intention

Entrepreneurship plays a vital role in driving economic growth in emerging economies. Fostering an entrepreneurial mindset through effective educational programs is crucial. This study investigates the influence of Entrepreneurship Curricular Programs (CuP) on Entrepreneurial Intentions (EntInt) among university students in Saudi Arabia. Drawing on the Theory of Planned Behavior, the Entrepreneurial Event Model, and Human Capital Theory, the study examines the moderating roles of class engagement (ClaE) and extracurricular activities (ExCA) in this relationship. Data were collected from 438 students using a survey instrument. Partial Least Squares Structural Equation Modeling (PLS-SEM) was employed to analyze the data. The results indicate that CuP significantly positively impacts EntInt. Moreover, ClaE was found to significantly moderate the relationship between CuP and EntInt, while the moderating effect of ExCA was not statistically significant. These findings emphasized on the importance of fostering a supportive and engaging learning environment within CuP to enhance student EntInt. Future research should explore more the generalizability of these findings in diverse cultural and educational contexts. • Entrepreneurial programs significantly enhance entrepreneurial intentions (EntInt) among Saudi university students, confirming findings from international literature. • Classroom Engagement (CLaE) negatively moderates the relationship between entrepreneurial programs and EntInt, suggesting cognitive overload and contextual misalignment in Saudi higher education. • Extracurricular Activities (ExCA) show no significant moderating effect, reflecting their limited integration within Saudi universities and weak influence on entrepreneurial capability formation. • The study advances entrepreneurship education research by examining curricular, pedagogical, and contextual moderators in a developing-country setting aligned with Vision 2030. • Curriculum and extracurricular updates are recommended to support entrepreneurial rediness and policy reform