Abstract

• The primary objective of this study was to investigate teacher educators' attitudes toward entrepreneurship education. The study employed a mixed-methods approach, combining both quantitative and qualitative research methods. A total of 336 teacher educators from ten education degree colleges were selected through simple random sampling. Data were collected using questionnaires, open-ended questions and interviews. For the qualitative aspect, 16 teacher educators were purposefully chosen as participants. The reliability of the attitude-related items in the survey was confirmed with a coefficient of 0.80. Quantitative data analysis included descriptive statistics, independent samples t-test, one-way ANOVA and multiple comparisons. The qualitative data were analyzed using thematic analysis, enabling the identification of recurring themes. The findings revealed that teacher educators generally exhibited a positive attitude toward entrepreneurship education. Personal factors such as age, academic qualifications, years of service, and experience with entrepreneurship education significantly influenced their attitudes. However, challenges such as lack of resources, financial support, and infrastructure were noted as potential barriers to the effective implementation of entrepreneurship education. Additionally, concerns were raised about integrating entrepreneurship education into the existing curriculum. This study highlights the need for institutional support and strategic interventions to foster positive attitudes among teacher educators, which is essential for the successful integration of entrepreneurship education.