Entrepreneurship Education and Entrepreneurial Intentions: A Conceptual Path from Classroom to Venture
DOI:
https://doi.org/10.70112/arss-2025.14.1.4313Keywords:
Entrepreneurship Education, Entrepreneurial Intention, Self-Efficacy, Digital Literacy, Experiential learningAbstract
This study aimed to synthesize existing research on how entrepreneurship education (EE) influences entrepreneurial intention (EI) among students, focusing on the mediating and moderating factors that shape this relationship. Design/methodology/approach: A conceptual framework was developed by integrating insights from 17 recent studies conducted in various countries. The framework explores the roles of self-efficacy, opportunity recognition, digital literacy, and learning environments in shaping EI, while also considering contextual factors such as family income and the impact of the COVID-19 pandemic. The findings indicate that EE significantly enhances EI, but this effect is mediated by factors such as entrepreneurial self-efficacy and competence. Additionally, moderators such as digital literacy and prior exposure to entrepreneurial environments influence the strength of this relationship. This study highlights the importance of practical, hands-on learning experiences and the need for adaptive EE models that respond to changing economic contexts. For educators and policymakers, this study suggests that EE should incorporate experiential learning, digital tools, and support for students from diverse backgrounds. Practical recommendations include engaging local entrepreneurs as mentors, establishing entrepreneurship clubs in vernacular languages, and using digital platforms for content delivery. This study contributes to the literature by providing a comprehensive framework that connects the psychological, pedagogical, and technological dimensions of EE and offers a nuanced understanding of how various factors interact to shape students' entrepreneurial pathways.
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