This study investigates how education for sustainable entrepreneurship (ESE) shapes green and social entrepreneurial intentions (GSEI)in Lebanon, a country facing economic fragility yet vibrant entrepreneurial activity. Drawing on the Theory of Planned Behavior and Social Cognitive Theory, the research investigates the mediating role of descriptive social norms and the moderating effect of perceived social pressure in this relationship. Using survey data from 163 respondents and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM), the findings confirm that education plays both a direct and indirect role in stimulating sustainable entrepreneurial intentions, primarily by shaping social perceptions and approval mechanisms. Descriptive norms and social pressure were also found to significantly, though moderately, predict entrepreneurial intentions. The findings highlight the pivotal role of universities in promoting sustainability-oriented entrepreneurship through both knowledge acquisition and the cultivation of supportive social environments. The study contributes to the growing literature on sustainable entrepreneurship by offering culturally grounded insights relevant for policymakers and educators in crisis-affected economies.
Freiha et al. (Tue,) studied this question.