Entrepreneurship education and the moderating role of inclusion in the entrepreneurial action of disabled students

Educators and policymakers have sought to open entrepreneurship to a broader range of students. The paper investigates the role of entrepreneurship education in the development of People with Physical Disabilities (PWPDs) and the moderating role of inclusion in their entrepreneurial action. This research employed a cross-sectional survey of 253 students with physical disabilities across tertiary institutions in Nigeria. The findings underscore the significant role of entrepreneurship education in enhancing the entrepreneurial action of physically disabled students. The finding of the study established the moderating role of inclusion in the relationship between entrepreneurship education and the entrepreneurial action of physically disabled students. This implies that the commitment of the educators to accept and support physically disabled students in the class will create an environment in which physically disabled students can learn to monitor and respond to entrepreneurial changes in the environment. This will in turn prepare them to engage in a business start-up. This research highlights that entrepreneurship education and inclusion make significant contributions to physically disabled students’ entrepreneurial action. Therefore, these factors are key to consider in preparing physically disabled students to become entrepreneurial graduates. The study contributes to the extant literature by underscoring the value of creating an environment of inclusion in entrepreneurship education. © 2022 Elsevier Ltd