Entrepreneurial Intention among Future Education Professionals

This study examines entrepreneurial intention among students of Education Sciences, understood as a transversal competence in Higher Education to address social, pedagogical, and organizational challenges. Entrepreneurship is conceived beyond business creation, encompassing pedagogical innovation and social impact. An exploratory study was conducted using a questionnaire administered to undergraduate students in Early Childhood Education, Primary Education, Pedagogy, and Social Education at the Universitat Autònoma de Barcelona. The instrument included measures of entrepreneurial, intrapreneurial, and social intention, along with key competences related to opportunity recognition and evaluation, risk management, future vision, creativity, value creation, and resilience. Findings indicate that intrapreneurial and social intentions are higher and more consistent than traditional entrepreneurial intention. Competences show an overall favourable perception, with stronger evaluations for risk management, future vision, and value creation. Patterns associated with age and academic year suggest a progressive evolution in entrepreneurial disposition and self-perceived competences. It is concluded that entrepreneurship is interpreted as a tool for educational innovation and social transformation. The integration of these competences into university curricula is recommended through active methodologies, evidence-based assessment, and alignment with European frameworks such as EntreComp, to foster transfer to professional practice and ensure the sustainability of projects that generate educational and social value.