Entrepreneurial education (EE) has proliferated in recent years, however, while previous research has extensively analyzed the impact of EE on students’ entrepreneurial intentions (EI), studies tend to analyze EE as a monolithic concept without distinguishing between different types of academic activities and hence under examining how EE achieves its goals. To fill this gap in the literature, drawing on Ajzen’s (1991) Theory of Planned Behavior and EE theory, we examine the relative effectiveness of different teaching models (supply, demand, and competence models) and specific academic activities in developing entrepreneurial intentions (EI). In particular, we focus on interdisciplinary activities (i.e., activities involving students from varying profiles and career fields), a type of academic activity that has been neglected by previous literature. We also explore potential differences in the effectiveness of these models depending on students’ educational stage and gender, factors which have also been overlooked by the literature. Using survey data from 859 business school students, a structural model, and partial least squares technique, we found differences in the impact of teaching models on students’ EI depending on activity characteristics, as well as student educational stage and gender. The results have important implications for educational practice and for public and private organizations interested in promoting entrepreneurship: i) the importance of autonomy, experiential learning, and exploratory learning in entrepreneurship-promotion activities, and ii) the convenience of tailoring these activities according to the gender, year of education, and academic field of the students.

近年来，创业教育 (EE) 激增，然而，虽然之前的研究广泛分析了 EE 对学生创业意图 (EI) 的影响，但研究倾向于将 EE 分析为一个单一的概念，而不区分不同类型的学术活动和因此正在研究 EE 如何实现其目标。为了填补文献中的这一空白，我们借鉴 Ajzen (1991) 的计划行为理论和 EE 理论，研究了不同教学模型（供应、需求和能力模型）和特定学术活动在培养创业意图 (EI) 方面的相对有效性）。特别是，我们专注于跨学科活动（即涉及来自不同背景和职业领域的学生的活动），一种被以往文献忽视的学术活动。我们还探索了这些模型有效性的潜在差异，具体取决于学生的教育阶段和性别，这些因素也被文献忽略。使用来自 859 名商学院学生的调查数据、结构模型和偏最小二乘法，我们发现教学模式对学生 EI 的影响取决于活动特征、学生教育阶段和性别。结果对教育实践以及对促进创业感兴趣的公共和私营组织具有重要意义：i) 自主性、体验式学习和探索性学习在创业促进活动中的重要性，