<![CDATA[Purpose: Given the high unemployment rate, this study investigates the empirical significance of Entrepreneurship Education (EE) in shaping the entrepreneurial intentions of Zimbabwean graduates, addressing a critical policy gap regarding the efficacy of the local EE curriculum. Research Methodology: The interpretivist philosophy served as the foundation for collecting qualitative data using a descriptive multi-case study method, along with thematic analysis techniques in the Midlands Province. A total of 20 participants, selected through purposeful and snowball sampling, took part in face-to-face interviews and focus group discussions. Results: The findings show that exposure to entrepreneurship education plays a significant and positive role in boosting graduates' ambitions and inclination towards self-employment. EE content, particularly when focused on opportunity identification and skill leveraging, acted as a catalytic agent, encouraging graduates to re-evaluate and pursue entrepreneurial paths based on their existing vocational and general skills. Conclusions: This study conclusively demonstrates that entrepreneurship education significantly influences and boosts the entrepreneurial intentions and self-employment inclination of unemployed graduates in Zimbabwe by enabling them to leverage their existing skills. This suggests that a well-designed EE curriculum can be a powerful, proactive policy tool for shifting graduates’ career mindsets. Limitations: Qualitative data from one university and polytechnic in Gweru restrict generalizability to other Zimbabwean cities or institutions. Contributions: This study extends contemporary applications of the Theory of Planned Behavior by highlighting how entrepreneurship education, motivation, and practical skill development shape entrepreneurial attitudes and perceived behavioral control among unemployed graduates. The findings offer insights for improving entrepreneurship curricula in Zimbabwe.]]>
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