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The development of entrepreneurial activity among students is key to reducing unemployment rates and shaping regional development. This study explores the impact of students' perceived well-being; the extent to which they perceive that the university is oriented towards achieving the Sustainable Development Goals (SDGs); and education as a moderator of nascent entrepreneurship. A quantitative cross-sectional approach was adopted, performing a binary regression analysis on a sample of 3,849 university students, A structured questionnaire based on the international GUESSS project, adapted for Latin-American, was used. Dependent variable was nascent entrepreneurship (NES), measured as a dichotomous variable. Independent variables corresponded to perceptions of: (1) student well-being (PWb) and (2) institutional perception of the SDGs, while (3) entrepreneurial education (EDU) was incorporated as a moderating variable. The results show a predominance of women (56.1%), self-employed parents (52.4%), and entrepreneurial training activities (22.8%). Counterintuitively, perceived well-being and institutional perception of the SDGs have a negative and significant effect on nascent entrepreneurship. However, entrepreneurial education positively moderates the relationship between well-being and entrepreneurship, attenuating this effect and increasing the likelihood of entrepreneurial action. It can be concluded that education in nascent entrepreneurship improves the relationship between personal and contextual factors, increasing the likelihood of students becoming emerging entrepreneurs.