This study analyzes 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 the creation of companies and incorporates pedagogical innovation and social impact.
An exploratory study was conducted through a questionnaire addressed to students in degree programs 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 entrepreneurial intentions, along with key competencies related to opportunity recognition and evaluation, risk management, future vision, creativity, value creation, and resilience.
The results indicate that intrapreneurial and social intentions are higher than traditional entrepreneurial intention. The competencies show an overall favorable perception, with higher ratings for risk management, future vision, and value creation. Additionally, patterns associated with age and academic year are observed, suggesting a progression in both disposition and self-perceived competence.
It is concluded that entrepreneurship is interpreted as a tool for pedagogical innovation and social transformation. Its curricular integration is recommended through active methodologies, evidence-based assessment, and alignment with European frameworks such as EntreComp, in order to promote transfer to professional practice and the sustainability of projects with educational and social value.