Social entrepreneurial intention: Does the classroom matter?

Due to the COVID-19 pandemic universities had to adopt distance learning in just a few days. The paper aims to determine whether distance learning approach resulted in different outcomes for the students who participated in a mandatory course Social Entrepreneurship in comparison to the outcomes achieved in the previous academic year in traditional classroom learning environment. The course is focused on strengthening social entrepreneurial intention, social entrepreneurship desirability and social entrepreneurship feasibility. The results show that there are no statistically significant differences in these variables at the end of the course between the student groups who had different modes of learning. Regardless of the learning mode, the course did not strengthen social entrepreneurship desirability, nor social entrepreneurial intention. However, it did strengthen knowledge on financing opportunities for social enterprises. What is more, the results show that the students who participated in the distance learning course perceived the implementation of the course Social Entrepreneurship as better and their level of engagement during the course as higher in comparison to the students who participated in the classroom.