Assessing the role of the teacher in introducing entrepreneurial education in engineering and science courses

• Teacher intention is crucial in voluntary embedment of entrepreneurship education.
• The perceived importance of embedment is the biggest challenge for intention.
• Focus on entrepreneurial mindset over start-up creation raises the intention.
• Introducing tools for embedment raise the perceived behavioral control over activity.
• Perceived lack of support suppresses the intention of entrepreneurial embedment.

The paper analyzes the initial impact of a Danish training program aimed at fostering entrepreneurial mindset through disciplinary education. Targeted at teachers from multiple disciplines within three universities in Denmark, the program's main objective is to influence the teachers' perception about entrepreneurship education and provide them with skills and tools to embed entrepreneurial skills and thinking in their courses in order to expose a wider cross-section of university students to entrepreneurship. The qualitative analysis based on semi-structured interviews focuses on the experience of the teachers of one participant university. It focuses on the role of teachers and emphasizes their perceptions and intention formation through the framework of the Theory of Planned Behavior. The results suggest that the program can positively impact the teacher's perception although the link to intentions is less easily established.