National entrepreneurship activities define economic growth, development and national competitiveness. Creating a pool of entrepreneurs becomes a viable strategy for developing countries to improve employment and livelihoods therein. While entrepreneurship education, personality traits and the university entrepreneurship environment matter in terms of the stimulation of entrepreneurial intention, little is known about the relationship in the Nigerian context. This study therefore examines the influence of entrepreneurship education (EE), students’ personality traits (PECs), and the perception of the university entrepreneurship environment on students’ entrepreneurial interest (EI) and practice (EP). The study further explores how EE influences their entrepreneurial capabilities. Primary data were collected from 3,848 students across the science, engineering and social science disciplines at six Nigerian universities. The results show that about 81.8% of the students are interested in entrepre-neurship, while about 39.1% of them are currently practic-ing entrepreneurship. Regression analysis shows that EE, PECs and parents’ entrepreneurial experience have a positive and significant relationship with students’ EI and EP. Interestingly, students’ perception of the university entre-preneurship environment shows a positive and significant relationship to EI, especially in terms of inspiring them to become entrepreneurs. EE was found to equip students with the ability to notice and develop business ideas, net-works, practical managerial skills, an understanding of entrepreneurship in general and the attitude, values and motivation necessary for venture creation. The study provides novel empirical insights into the relevance of the university context to the EI and EP of students at Nigerian universities. It further confirms the influence of EE and PECs on EI and EP. The study concludes with important policy suggestions by means of which to stimulate and sus-tain students’ interest and confidence in venture creation. © 2023, WSB University. All rights reserved.
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