Green entrepreneurial intentions in higher education (HE): A systematic review of trends and influences.

This study presents a scoping review of recent empirical research on entrepreneurship education, examining how different pedagogical approaches develop entrepreneurial attributes among university students. Based on 45 peer-reviewed studies (2022–2026), a frequency-based analytical matrix was constructed to map the relationships between teaching strategies and entrepreneurial attributes. Grounded in the Theory of Planned Behaviour (TPB) and competency-based frameworks, the findings reveal a structural imbalance, characterized by a dominant focus on psychological constructs, such as entrepreneurial intention, mindset, and self-efficacy, relative to competency-based, digital, and sustainability-oriented attributes. Formal course-based approaches primarily reinforce intention-related outcomes, whereas experiential and innovation-driven pedagogies (e.g., project-based learning, STEM programs, and simulations) are more strongly associated with competency development, including creativity, problem-solving, and risk-taking. Digital and AI-based interventions enhance technological readiness, while sustainability-oriented education remains underrepresented. The study contributes an integrated analytical framework linking pedagogical approaches to entrepreneurial attributes and highlights the need for a shift toward capability-centered and sustainability-integrated entrepreneurship education, with implications for curriculum design and future research.

Purpose This paper examines a puzzling pattern in cross-cultural entrepreneurship: Why do some risk-averse societies produce thriving entrepreneurial ecosystems while others do not? We propose that societal trust is the critical contingency explaining this variation. The study challenges the field assumption that cultural risk avoidance uniformly suppresses entrepreneurship, arguing instead that trust can neutralize risk aversion's negative effects through its influence on entrepreneurial beliefs about self-efficacy, fear of failure, perceived opportunities and status of entrepreneurship. Design/methodology/approach We analyze pooled cross-sectional data from 57 countries spanning 2010–2015, integrating measures from the Global Entrepreneurship Monitor (GEM), Global Preferences Survey (GPS), Heritage Foundation and World Bank (224 country-year observations). Using structural equation modeling with maximum likelihood estimation, we test direct effects of risk avoidance on entrepreneurial activity and indirect effects through four belief pathways: entrepreneurial self-efficacy, fear of failure, perceived opportunities and status of entrepreneurship. Moderated mediation analysis examines whether societal trust weakens these indirect effects. Robustness checks include alternative measures, lagged variables, different entrepreneurship types and reverse causality tests. Findings Risk avoidance significantly reduces entrepreneurial activity, with this relationship mediated by all four belief pathways. Perceived opportunities emerge as the strongest mediator, accounting for over three-quarters of the total effect. Crucially, societal trust moderates all four pathways, weakening risk aversion's negative indirect effects. The fear-of-failure pathway is particularly trust-sensitive, becoming statistically non-significant at high trust levels. These findings support the risk-trust paradox: equally risk-averse societies produce dramatically different entrepreneurial outcomes depending on trust levels, explaining why some risk-averse societies maintain thriving entrepreneurship while others struggle despite similar cultural orientations toward risk. Research limitations/implications The study relies on repeated cross-sectional panel data, limiting causal inference despite robustness checks with lagged variables. Our trust measure captures generalized interpersonal trust rather than institutional trust, and certain regions (Africa and the Middle East) remain underrepresented. Future research should examine how different forms of trust buffer against risk aversion and employ longitudinal designs to establish causality. For theory, our findings challenge the assumption that risk avoidance uniformly suppresses entrepreneurship, suggesting scholars should model cultural values as configurations rather than independent dimensions. The complete neutralization of the fear-of-failure pathway at high trust levels warrants further investigation into trust's relational mechanisms. Practical implications For policymakers in risk-averse, low-trust societies, trust-building initiatives may prove more effective than attempting to change deeply embedded risk orientations. Specific interventions include entrepreneur networks, mentorship programs, transparent regulations, supportive bankruptcy laws and second-chance programs that reduce failure stigma. For risk-averse, high-trust societies, efforts should focus on enhancing opportunity visibility through entrepreneurship education and publicizing entrepreneurial role models, given that perceived opportunities are the strongest mediator. Entrepreneurship educators in risk-averse contexts should emphasize failure-positive narratives, skill development that builds self-efficacy and exposure to diverse entrepreneurial paths that enhance opportunity recognition. Social implications The risk-trust paradox reveals that societies need not overcome cultural risk aversion to foster entrepreneurship; building trust offers an alternative path. This finding has equity implications: risk-averse societies are not inherently disadvantaged in developing entrepreneurial ecosystems if they invest in relational infrastructure. The complete neutralization of fear of failure at high levels of trust suggests that supportive communities can protect aspiring entrepreneurs from the social isolation and stigma that otherwise accompany entrepreneurial setbacks. Cultivating societal trust may thus democratize entrepreneurial opportunity by creating environments where individuals from risk-averse backgrounds can pursue ventures without facing compounded cultural and relational barriers. Originality/value This study introduces the risk-trust paradox, a previously unrecognized phenomenon whereby societal trust neutralizes risk aversion's negative effects on entrepreneurship. Unlike prior research treating cultural dimensions as independent predictors, we demonstrate that risk avoidance's effects are contingent on trust levels, challenging the field assumption that risk-averse cultures are inherently entrepreneurship-hostile. We specify the mechanisms through which trust buffers against risk aversion, revealing that fear of failure is uniquely trust-sensitive due to its relational nature. These findings reframe cross-cultural entrepreneurship research from classifying cultures as favorable or unfavorable toward examining how cultural configurations interact to shape entrepreneurial outcomes.

Student entrepreneurship has become an important focus in higher education as a means of developing competencies and work readiness. This study aims to analyze the influence of student entrepreneurial activities on various aspects of learning performance, including academic achievement (GPA), cognitive abilities, communication and public speaking skills, social skills, and other performance aspects through a systematic literature review. A systematic review method was applied by analyzing 45 scientific articles from accredited national and reputable international journals published in the 2019-2025 range. The analysis results show that student entrepreneurial activities have a significant positive impact on learning performance through the mediation mechanisms of self-efficacy, creativity, and problem-solving skills. Students involved in entrepreneurial activities showed an increase in soft skills (teamwork, communication, networking) of 18-32% compared to non-entrepreneurial students. However, there is a curvilinear relationship between the intensity of entrepreneurial activities and GPA, where the optimal intensity is at 10-15 hours per week. This research provides a theoretical contribution in understanding the complex mechanisms between entrepreneurship and academic performance, as well as practical implications for the development of entrepreneurship education curricula in higher education.

This study examines the impact of entrepreneurial self-efficacy and entrepreneurship education on the entrepreneurial intentions of economics and business students in Hanoi, Vietnam. A quantitative research design was employed using survey data collected from 250 students. The reliability and validity of the measurement scales were assessed through Cronbach’s alpha and exploratory factor analysis (EFA), followed by multiple linear regression to test the proposed relationships. The findings indicate that both entrepreneurial self-efficacy and entrepreneurship education significantly and positively influence entrepreneurial intention. Among these factors, entrepreneurial self-efficacy exerts a stronger effect (β = 0.460) than entrepreneurship education (β = 0.361). The model explains 49.8% of the variance in entrepreneurial intention, highlighting the critical role of both individual cognitive capability and educational support. This study contributes to the literature by reaffirming the relevance of Social Cognitive Theory in explaining entrepreneurial intention in an emerging economy context. It also provides practical implications for universities and policymakers to enhance entrepreneurial competencies and promote experiential learning approaches. Future research may extend this model by incorporating contextual and institutional factors across different educational and cultural settings.

Purpose To critically assess how higher education institutions (HEIs) in the United Arab Emirates (UAE) implement entrepreneurship education (EE) amid strong national policy support, and to theorise why available resources are not fully mobilised. We theorise a mechanism of resource activation constraints and extend the resource-based framework by incorporating contextual challenges as a moderating dimension that shapes resource deployment in policy-driven contexts. Design/methodology/approach A qualitative multiple-case study using semi-structured interviews with 32 enterprise educators and 12 senior administrators across five UAE HEIs (April–May 2023), complemented by secondary analysis of UAE entrepreneurship and SME policy documents (January 2022–April 2023). Data were analysed using template analysis. Findings We identify policy–practice variation and theorise resource activation constraints, in which VRIO-consistent resources (e.g. incubators, labs, partnerships and faculty expertise) remain underutilised due to accreditation structures, faculty turnover in a transient labour market, inconsistent depth of industry linkages and a fast-scaling entrepreneurial ecosystem. Public HEIs benefit from state-backed infrastructure, whereas private HEIs face greater complexity in resource coordination. Experiential pedagogy and industry engagement are unevenly enacted. Research limitations/implications Qualitative evidence from five HEIs limits generalisability but provides analytical insights to refine RBV applications in higher education. Practical implications HEIs and policymakers should prioritise faculty development that combines academic and entrepreneurial experience, embed incubators within institutional strategy, strengthen long-term industry linkages and enhance alignment between accreditation frameworks and experiential EE delivery to improve resource activation. Addressing these contextual constraints enables closer alignment between EE provision and national economic priorities. Social implications By informing EE policy and institutional practice, the findings support SDG 4 (quality education) and SDG 8 (decent work and economic growth) by strengthening capacity for youth enterprise development in the UAE and the Gulf region. Originality/value The study extends the resource-based framework by incorporating contextual challenges as a moderating dimension that explains how institutional and environmental factors shape the organisation and utilisation of resources, thereby offering a transferable lens for policy-led and institutionally constrained higher education systems, including those in rapidly reforming Gulf and emerging-economy contexts.

This study examines entrepreneurial intention among economics and business students within the context of digital transformation, artificial intelligence (AI), and global economic integration. Using survey data from 250 students and applying statistical techniques including reliability analysis, exploratory factor analysis (EFA), and independent samples T-test, the study evaluates the structure and level of entrepreneurial intention. The findings reveal that students exhibit a relatively high level of entrepreneurial intention, with strong internal consistency and construct validity. Notably, no significant gender differences are observed, indicating a more inclusive entrepreneurial environment in the digital era. The results suggest that while digital technologies and AI have expanded entrepreneurial opportunities and lowered entry barriers, they also require new competencies and institutional support. The study highlights the critical role of governance and regulatory frameworks in facilitating entrepreneurial activities, particularly in emerging economies where structural constraints remain significant. By integrating educational, technological, and institutional perspectives, this research contributes to the literature on entrepreneurship in higher education. Practical implications emphasize the need for curriculum innovation, digital skill development, and policy support to foster sustainable entrepreneurial ecosystems. Future research should incorporate additional behavioral and technological variables to better understand entrepreneurial intention in rapidly evolving economic environments.

At the current stage of the development of higher education, increasing importance is given to the development of entrepreneurial skills and innovations. At the same time, there are no established and widely applied methods for evaluating universities in terms of the entrepreneurship developed in them. Due to the identification of this problem, this article examines the policies and efforts of the European Union countries in relation to the promotion of entrepreneurship in education as a tool for achieving sustainable economic growth, striving for innovation and increasing the competencies of human resources. Various tools for improving entrepreneurial skills, improving the quality of education and thus increasing the competitiveness of EU member states are analysed. A hierarchical system and model for evaluating European Entrepreneurial Universities is proposed, which would support their effective functioning and adaptation to the conditions of a circular economy. Criteria for assessing entrepreneurial capacity are proposed, and three technical universities from Bulgaria are studied. The proposed model is verified by evaluating three leading Bulgarian universities. The results of the verification are presented.

Instructional design benefits from integrating models like Bloom's Taxonomy and Keller's ARCS Model to create engaging and compelling learning experiences. This is particularly relevant for teaching entrepreneurship in translation and interpreting studies, which requires both theoretical knowledge and practical application. Entrepreneurship education is vital in this field, as it empowers graduates to adapt to rapid industry changes and pursue opportunities beyond traditional roles. Keller's ARCS Model (Attention, Relevance, Confidence, Satisfaction) is a widely used motivational model in online and blended learning to address learner motivation. Bloom's Taxonomy is a long-standing framework that classifies ways of thinking and is used for curriculum design and assessment. The proposed framework integrates these two models to align motivational strategies with cognitive development. It guides learning outcomes through a step-by-step path, fostering deeper cognitive engagement with entrepreneurial ideas (Bloom's levels) while supporting sustained motivation (ARCS). This comprehensive approach equips students to acquire essential entrepreneurial skills and remain engaged, preparing them for success as entrepreneurial translators.

The development of an intelligent society drives the upgrading of talent demand, and the misalignment between traditional innovation and entrepreneurship education in universities and social demand has become prominent, urgently calling for intelligent transformation. This study conducts an empirical exploration on this issue. Taking public undergraduate universities in Wuhan as the research objects, this study comprehensively adopts questionnaire survey, in-depth interview, case analysis and other methods, collecting 248 valid questionnaires and completing 25 person-times of interviews. The study finds that 92.1% of teachers and students recognize the importance of this education, but the satisfaction rate is only 35.0%. There are also problems such as empty practice teaching, superficial integration of intelligent technology, and insufficient interdisciplinary collaboration. Based on this, development paths are proposed from six dimensions including curriculum system and practice platform, providing practical references for the intelligent and high-quality development of innovation and entrepreneurship education in universities.

This study explores how incorporating generative artificial intelligence into the Collaborative Online International Learning (COIL) framework can enhance internationalisation for home and social entrepreneurship education in multilingual settings. A four-week AI-supported COIL programme was conducted with 30 postgraduate students from Russian and Spanish programmes. Students collaborated in intercultural teams to develop bilingual social innovation projects. Data were collected before and after the intervention using validated scales measuring intercultural competence, social entrepreneurship skills, AI literacy and ethics, and linguistic self-efficacy. Repeated-measures ANOVA indicated statistically significant improvements across all domains, with moderate-to-large effect sizes. The most pronounced gains were observed in mixed intercultural groups, which may suggest a potential synergistic effect between authentic intercultural exchanges and AI-mediated language support. Additionally, notable improvements were observed in ethical awareness of AI use and linguistic self-efficacy. Overall, these findings suggest that the AI-COIL model may represent a practical and potentially scalable approach for integrating language learning, intercultural competence, social innovation, and responsible AI use to advance internationalisation in higher education.

This article examines entrepreneurship as an object of institutional and economic analysis, focusing on the problem of its professionalization in the contemporary Russian economy. It is argued that despite the high socioeconomic significance of entrepreneurship and its recognition as a factor in economic growth and competitive development, institutional uncertainty regarding its professional status remains. This circumstance limits the potential for the systematic reproduction of the entrepreneurial stratum and reduces the effectiveness of entrepreneurial education as a tool for developing competitive human capital. The study employs methods of institutional analysis, comparative analysis, and the synthesis of theoretical and empirical materials. Based on an analysis of theoretical approaches to entrepreneurship research, Russian educational practices, and international entrepreneurship training models, key institutional and educational gaps hindering the development of entrepreneurship as a sustainable professional activity are identified. It is shown that fragmented educational programs, the lack of an institutionally enshrined professional standard for entrepreneurship, and the inconsistency of economic and educational policies lead to the erosion of the entrepreneur's professional identity and limit the development of long-term competitive advantages at the industry and market levels. It is concluded that the professionalization of entrepreneurship and the alignment of educational mechanisms with the institutional conditions for its reproduction are an important area for increasing the competitiveness of the national economy, developing entrepreneurial human capital and creating conditions for sustainable renewal of the entrepreneurial environment.

This study explores how an Educational Design Research (EDR) approach can enhance the development of experiential Educational Escape Games (EEGs) that aim to increase engagement and foster entrepreneurship knowledge, skills, and attitudes (KSAs) among students aged 14–16. Although EEGs represent an innovative teaching method, they have not been systematically designed nor analyzed within the context of secondary entrepreneurship education (EE). This research gap has led to a limited understanding of how to design these games effectively. The study develops EEGs that are aligned with specific learning objectives through iterative EDR cycles, utilizing data from questionnaires, observations, expert panels, and debriefings, applying reflexive thematic analysis to the qualitative data. The EDR approach effectively connects theory to practice in curriculum design. Enhancements, such as an integrated AI chatbot and a hint system, provide targeted support during the game, fostering student autonomy and motivation. Reflective debriefing sessions help to strengthen the connection between game experience and learning objectives. Carefully designed EEGs are valuable tools for EE, as they make abstract concepts more tangible, engage students actively, and align with contemporary educational approaches, such as game-based and experiential learning. This study provides practical guidance for teachers and contributes to the existing literature on innovative EE.

South Africa continues to face persistently high levels of graduate unemployment, which restricts economic productivity and further intensifies poverty, inequality, and the marginalisation of young people. In response, the development of graduate entrepreneurs has become a strategic national priority, as entrepreneurial skills are increasingly viewed as a pathway to job creation, innovation and inclusive economic growth. Higher education institutions are, therefore, crucial in equipping graduates with the entrepreneurial abilities required to pursue self-employment and venture creation. To understand the reasons for low entrepreneurial intention, this study examines curriculum and pedagogical factors that shape entrepreneurial intentions among university students in South Africa, using a qualitative research design. Findings reveal that entrepreneurship education remains predominantly theoretical, with critical gaps including a lack of early exposure, limited practical learning, misaligned curriculum and pedagogy, poor integration with non-business programmes, systemic constraints, and insufficiently skilled lecturers. The study argues that without meaningful curriculum reform and pedagogical innovation, entrepreneurship education cannot effectively develop graduate entrepreneurs. Recommendations include adopting experiential and problem-based teaching strategies, strengthening industry partnerships, enhancing lecturer capacity and integrating entrepreneurship across all disciplines. These insights inform policy and practice to transform entrepreneurship education into a more effective catalyst for graduate entrepreneurs and ultimately, contribute to South Africa's socio-economic development.

The aim of this research is to analyze the influence of entrepreneurial education and the theory of planned behavior on digital entrepreneurial intention at universities in Banten. The method used in this research is quantitative with a purposive sampling method. In this research, the subjects were 230 respondents consisting of active management students. Data analysis in this study used the Smart PLS application Version 4.0. and used partial least squares-structural equation modeling (PLS-SEM). This research has the results that Attitude toward Behavior 0.167, Subjective Norm 0.158, Perceived Behavioral Control 0.132, and Entrepreneurial Education 0.163, have a positive and significant influence on Digital Entrepreneurial Intention. R2 is 0.130 in low category. According to the managerial implication Universities located in Banten can provide facilities that bring together fellow management students interested in Digital Entrepreneurship, also can provide students with more knowledge about Digital Entrepreneurship, such as seminars.

Purpose This study evaluates the knowledge structure of student entrepreneurship and the theory of planned behavior (TPB) from 2015 to 2025. Entrepreneurship education is a crucial component in preparing students for the challenging business world, as it prepares them with the necessary skills needed to succeed. Design/methodology/approach Applying science mapping analysis based on a bibliometric approach, 848 documents were retrieved from the Web of Science (WoS) core collection. Bibliographic coupling and co-word analysis revealed the current and future trends of student entrepreneurship based on TPB. Findings Findings indicate that entrepreneurial behavior is observed primarily among students in higher education. The current and emerging themes highlight thematic clusters, including university support, entrepreneurship education, and social entrepreneurship in higher education. At the same time, future trends depict clusters within university-driven entrepreneurship ecosystems, as well as the role of self-efficacy and students’ personality development and performance. Research limitations/implications These insights provide valuable guidance for educators, practitioners, researchers, and policymakers in shaping students’ behaviors toward entrepreneurship. Originality/value This study fills a significant gap by presenting a comprehensive bibliometric overview of the role of TPB applied to student entrepreneurship in the past decade by identifying key research themes.

Purpose The aim of this study is to examine the influence of key entrepreneurial competencies – proactivity, future vision, and risk perception – on the development of entrepreneurial intention of adolescent students in vocational education. Specifically, it explores whether future vision and risk perception mediate the relationship between proactivity and entrepreneurial intention. Design/methodology/approach A quantitative, cross-sectional design was employed using a self-administered questionnaire completed by a sample of 400 vocational education students in Spain. Constructs were measured using previously validated scales, and data were analyzed using partial least squares structural equation modelling (PLS-SEM) via SmartPLS 4. Mediation analysis was conducted to test the hypothesized indirect effects. Findings The results revealed that proactivity does not directly predict entrepreneurial intention in adolescent students. However, both future vision and risk perception fully mediate this relationship. This indicates that proactivity translates into entrepreneurial intention only when accompanied by cognitive-perceptual competencies that enable students to strategically envision the future and manage perceived risks. Originality/value This research contributes to the entrepreneurial education literature by indicating that behavioural traits such as proactivity are insufficient alone to foster entrepreneurial intention in young learners. Instead, the findings underscore the importance of integrating future-oriented thinking and positive risk appraisal into entrepreneurship education programmes. The study proposes a robust theoretical model explaining how entrepreneurial intention develops during adolescence, offering practical implications for curriculum design and youth entrepreneurship policy.

University students’ entrepreneurial intention (EI) is a key focus of entrepreneurship education and policy, especially in China’s context of promoting innovation-driven development. This study explores how critical thinking disposition (CTD), positive psychological traits (PPT), and entrepreneurial self-efficacy (ESE) jointly influence EI. Using structural equation modeling and latent variable interaction analysis, Study 1 surveyed vocational college students and found that CTD significantly predicted EI, without PPT moderating this effect. Study 2, conducted with undergraduate students, introduced ESE as a mediator. Data analysis using bootstrapping procedures revealed that CTD predicted ESE, which in turn predicted EI. The interaction between CTD and PPT also significantly predicted ESE, supporting a moderated mediation model. This research contributes to the entrepreneurship literature by uncovering the synergistic cognitive-psychological mechanisms driving EI. The findings provide a novel theoretical framework and practical insights for entrepreneurship education, highlighting the necessity of simultaneously cultivating cognitive skills and psychological resources to enhance students’ entrepreneurial potential.

The economic independence of Islamic boarding schools has become an important issue amidst the demands of globalization and limited external funding. Cooperatives within these schools serve as one instrument for empowering students, yet in practice their management remains less than optimal and their contribution to students' economic independence is still limited. This study seeks to identify the models of Islamic boarding school cooperatives that have developed in Indonesia and to analyze how each model contributes to students' economic independence. A qualitative approach was employed using library research. Data were drawn from scientific journal articles, books, proceedings, and relevant official documents. Data collection was carried out through documentation study, while data analysis used content analysis with the stages of reduction, presentation, and conclusion drawing. The findings reveal three models of Islamic boarding school cooperatives: the traditional model in the form of a general store, the productive business diversification model, and the integrated sharia cooperative model. The contribution of cooperatives to students' economic independence includes meeting basic needs at affordable prices, entrepreneurship education, improving managerial skills, and internalizing Islamic economic values. Among the three models, the integrated sharia cooperative contributes the most, followed by the diversification model, and finally the traditional model. The success of cooperative development is strongly determined by the quality of visionary, transformational, and ecotheology-based leadership. From these findings, it can be concluded that transforming from a traditional model toward a more modern and integrated model is an essential prerequisite for Islamic boarding school cooperatives to truly function as a pillar of students' economic independence.

This study aims to propose and test a model that examines the impact of entrepreneurship education on college students' entrepreneurial intentions, and also explores the mediating role of psychological capital and entrepreneurial opportunity recognition in this process. To test our research model, this article is based on the theories of planned behavior and entrepreneurial process, using a combination of quantitative methods. A total of 412 university students participated in the questionnaire, and the data were analyzed using SPSS26.0 software. After verification，entrepreneurship education positive and significantly affect entrepreneurial intention, entrepreneurship education positive and significantly affect entrepreneurial opportunity recognition, entrepreneurial opportunity recognition positive and significantly affect entrepreneurial intention, entrepreneurship education positive and significantly affect psychological capital, psychological capital positive and significantly affect entrepreneurial intention. This study provides practical support for the development of new educational programs to support current or future entrepreneurial programs for college students.