Entrepreneurship education has emerged as a key intervention in combating graduate unemployment and fostering innovation in developing economies. The study investigated perception towards entrepreneurship education and entrepreneurial intention among Nigeria's Colleges of Education. Descriptive survey research design was employed, and 239 students’ sample was selected by the multi-stage sampling techniques from four colleges in the North-Central geo-political region. A Cronbach Alpha value of 0.84 for an expert-validated researcher questionnaire was used to collect data. Descriptive statistics (mean and standard deviation) assisted in answering research questions, while independent t-tests were used for hypothesis testing at a 0.05 level of significance. Findings validated that students had favorable perception towards entrepreneurship education, appreciating its relevance and trainers' competency, but concern was noted regarding insufficient realistic experiences and appropriate curriculum content for experiential business skills. Neither gender nor ownership by institution (state or federal) recorded any effect in terms of perception. Outcomes establish that students value entrepreneurship education but need experiential practices to develop entrepreneurial intention. The study recommended that colleges incorporate more entrepreneurship content with experiential projects, internship, and industry interaction.
Yahaya James (2025) studied this question.