Enhancing entrepreneurial intentions in higher education: a comparative study of design thinking and technopreneurship courses in Thailand

This quasi-experimental study examined the effects of entrepreneurship education on students' entrepreneurial intentions and related attitudes at Suranaree University of Technology. The research focused on two courses: design thinking and technopreneurship. A sample of 280 undergraduate students participated in pretest and posttest measures assessing changes in entrepreneurial intentions, attitudes toward entrepreneurship, attitudes toward failure, and self-efficacy. Results revealed significant improvements in entrepreneurial intentions and attitudes toward entrepreneurship and failure, particularly in the technopreneurship course. Unexpectedly, both courses showed a decline in self-efficacy, indicating a need for curriculum adjustments to support students' entrepreneurial confidence better. Correlation analysis demonstrated strong positive relationships between entrepreneurial intentions and attitudes toward entrepreneurship, learning, failure, and self-efficacy. Multiple regression analysis identified attitudes toward entrepreneurship and self-efficacy as significant predictors of entrepreneurial intentions in the design thinking course, while attitudes toward learning and self-efficacy were significant predictors in the technopreneurship course. These findings underscore the importance of a comprehensive approach to entrepreneurship education that enhances attitudes while maintaining self-efficacy. The study's implications suggest that policymakers and educators should integrate practical, hands-on experiences and supportive mentorship to cultivate a more effective entrepreneurship education ecosystem. Ethical approval was obtained from the university's Institutional Review Board.