Entrepreneurship education (EE) is increasingly considered an important tool in promoting sustainable economic development, yet the empirical base for its effect on entrepreneurial intention (EI) is dispersed and not consistent. However, the literature fails to address EE as a direct antecedent of EI and pays little attention to conditional mechanisms that explain how education contributes to shaping entrepreneurial cognition. To address this gap, this article performs a systematic–integrative review of the literature where entrepreneurship education is a moderating variable in entrepreneurial intentionality. Based on PRISMA 2020, peer-reviewed journal papers from 2000 to 2025 were collected through Scopus and Web of Science and systematized with the theory-building integrative method. Using the Theory of Planned Behavior, Shapero’s Entrepreneurial Event Model, Social Cognitive Theory and Human Capital Theory, we show in the review that entrepreneurship education primarily moderates how entrepreneurial attitudes, subjective norms and perceived behavioral control predict entrepreneurial intention rather than exert uniform direct effects. The results also reveal that the moderating effect of EE is dependent on pedagogical quality, level of experiential depth, extent of cultural fit and institutional support, with strong implications for emerging and collectivist economies. Holistic in approach, the study demonstrates how education for entrepreneurship can focus entrepreneurial intention on sustainable value creation, economic diversification and inclusive development contributing directly to SDGs 4 (quality education), 8 (decent work and economic growth) and 9 (industry innovation and infrastructure). The paper introduces a context-dependent conceptual framework, and discusses some implications for sustainability-related educational design and policy.
Akram et al. (Fri,) studied this question.