This study investigates the impact of generative artificial intelligence (GenAI) on entrepreneurial learning within structured university venture creation programmes. Employing the prospecting and establishing nexus framework, and drawing on the stimulus-organism-response model and construal level theory, the research analyses how GenAI affects students’ psychological distance from entrepreneurship and their learning approaches. Using a mixed-methods design that combines pre- and post-intervention surveys with qualitative data from learning diaries and open responses, the study examines 33 undergraduate students from two venture creation programmes. The findings indicate that the deliberate and well-structured integration of GenAI substantially reduces students’ psychological distance from entrepreneurship, making entrepreneurial tasks seem more immediate, relevant, and achievable. GenAI serves as both a cognitive scaffold and a task-focused support tool, encouraging deep and strategic learning orientations, and it dynamically adapts to the changing needs of learners throughout their entrepreneurial journey. The positive effect on psychological distance is particularly notable among students who adopt deep and strategic learning dispositions. Nonetheless, students also expressed concerns regarding the reliability, transparency, dependence, and ethical issues associated with GenAI. The study concludes that, embedded within a robust pedagogy, GenAI can transform venture creation programmes, fostering both entrepreneurial mindsets and critical digital literacy. • GenAI scaffolds experiential learning in venture creation phases. • GenAI when integrated into VCP lowers students' psychological distance. • GenAI when integrated into VCP fosters deep, strategic learning. • VCP students critically assess GenAI's learning contributions.

This study examines the diversity of entrepreneurial intentions among university students by extending the construct to include business versus social orientations and founding (“build”) versus participation (“activity”) roles. A cross-sectional survey was conducted with first-year students in Japan. Cluster analysis revealed three student types: Value-Initiator , Value-Contributor , and Traditional-worker . To understand each type's characteristics, the study compared their profiles using Theory of Planned Behavior (TPB), entrepreneurial competence based on EntreComp framework, and prior educational experience. Value-Initiator type exhibited high intentions across business and social domains, with strong attitudes, social norms, and initiative-oriented competencies. The Value-Contributor type showed high activity intentions but lower build intentions, indicating motivation for team-based value creation rather than for leadership. The Traditional-worker type demonstrated low entrepreneurial intentions, reflecting limited engagement with entrepreneurial or social initiatives. Comparative analysis revealed business practical education was strongly associated with higher build intentions, while social practical education mainly influenced activity intentions. These findings suggest entrepreneurship education should adopt differentiated approaches: experiential business practice to foster Value-Contributor into Value-Initiator, and career design education to encourage Traditional-workers to explore entrepreneurial mindsets. This study contributes to entrepreneurship education by proposing a multidimensional model of entrepreneurial intention and demonstrating pedagogical implications for an inclusive learning design. • Expands entrepreneurial intention into business/social and build/activity roles. • Identify three student types: Value-Initiator, Value-Contributor, and Traditional-worker. • Identify the characteristics of each type by TPB, EntreComp, and prior education. • Suggests differentiated pedagogical strategies for diverse student profiles.

This study bibliometrically analyzes the evolution and structure of scientific literature on university-level business creation courses. Using the Web of Science database, 5208 articles from 1965 to 2024 were examined to identify trends, thematic clusters, and pedagogical methodologies. Results reveal exponential growth in publications post-2000, driven by competency-based education and active methodologies such as design thinking and experiential learning. Entrepreneurial self-efficacy, resilience, and the entrepreneurial mindset emerge as prominent themes, reflecting a shift from business-centered to pedagogically oriented approaches emphasizing transformative learning and sustainability. The field demonstrates increasing internationalization, albeit with geographical concentration. This study offers targeted insights for curriculum redesign, teacher training, and developing transformative entrepreneurship education programs, advocating for coherent content and method integration. • Exponential growth in publications on business creation courses post-2000. • Focus shifted from firms to pedagogy, mindset, and self-efficacy. • Research evolved from business concepts to learning and sustainability. • International growth led by China, USA, and Europe, with regional gaps. • Findings inform curricula, teacher training, and ethical entrepreneurship.

The aim of the article is to examine the relations between the type of entrepreneur (novice, serial, portfolio) and entrepreneurial success understood as a process that includes opportunity identification, opportunity exploitation, and the firm's performance. The study, based on Shane's framework and the resource-based view extended to include psychological capital, was conducted among 326 micro and small entrepreneurs in Poland. The results showed that the type of entrepreneur does not differentiate the overall level of success; however, it does influence its specific dimensions. Serial entrepreneurs demonstrate greater effectiveness in exploiting opportunities, whereas portfolio entrepreneurs are more successful in identifying them. Psychological factors such as self-efficacy, autonomy, and optimism proved to be stronger explanatory variables of success than the demographic variables analysed, and their importance appeared to be more strongly associated with success among more experienced entrepreneurs. The study confirmed the multidimensional nature of entrepreneurial success, integrated the resource-based perspective with the concept of psychological capital, and highlighted the need for tailored developmental support for different types of entrepreneurs.

This Community Service Program aimed to improve students’ understanding of entrepreneurship and strengthen entrepreneurial character among students of SMK Bintang Muda 88, Tana Toraja Regency. The activity was designed to foster an entrepreneurial mindset, creativity, innovation, independence, and readiness to face labor market challenges and modern economic development. It also introduced business opportunities and the use of digital technology, particularly digital marketing, to support business growth. The program was implemented through lectures, interactive discussions, question-and-answer sessions, and entrepreneurial motivation delivered by the speakers. A total of 134 students from the Heavy Equipment Engineering and Accounting majors participated in the activity. Data were collected through observation, interviews, and documentation during the implementation process. The results showed that the entrepreneurship seminar positively improved students’ awareness of the importance of entrepreneurship and encouraged the development of entrepreneurial character. Students became more motivated to generate business ideas, recognized the value of creativity and innovation, and gained confidence in presenting their ideas. They also developed a better understanding of digital marketing strategies as relevant business opportunities in the modern era. In conclusion, this seminar served as an effective educational medium for developing productive, creative, innovative, and independent students. The activity is expected to be implemented continuously to strengthen entrepreneurship education in the school environment.

Purpose - Research on entrepreneurial mindset and self-efficacy has been growing within entrepreneurship studies. The purpose of this study is to examine the mediating effect of the higher education institutional environment on the relationship between entrepreneurial mindset and teaching self-efficacy. Design/methodology/approach - A cross-sectional quantitative data were used, using purposive and snowball sampling methods. This paper has used descriptive and correlational research design to study the phenomena. A total of 211 responses were collected from faculty members teaching in management colleges under the bachelor and master programs in Nepal. Data were analyzed using SPSS version 30 and SMART PLS 4.0, and hypotheses were tested through structural equation modeling. Findings - The findings of the study indicated that the entrepreneurial mindset has a positive but non-significant direct relationship with self-efficacy. However, the institutional environment, particularly the humanistic environment (r=.628, p<.01), significantly mediated this relationship, whereas bureaucratic and entrepreneurial environments showed no mediating effect. Originality/value – This study advances theoretical understanding by bridging individual cognitive attributes with contextual institutional factors, providing a more holistic explanation of entrepreneurial behavior among faculty. The study’s value lies in its practical implications for policymakers and academic leaders to design supportive institutional frameworks that foster entrepreneurial capabilities and confidence among educators.

Despite the growing emphasis on entrepreneurship education, many university graduates continue to exhibit low entrepreneurial intention and engagement. Understanding how education and entrepreneurial mindset jointly influence this intention remains limited, particularly in non-Western contexts. Drawing on the Theory of Planned Behavior (TPB), this study investigates how entrepreneurship education and entrepreneurial mindset shape students’ entrepreneurial intention through the TPB constructs—attitude toward entrepreneurship, subjective norms, and perceived behavioral control (PBC). Using a self-administered survey, 190 valid responses from students at an Iranian public university were analyzed via structural equation modeling (SEM-PLS). The findings indicate that attitude and PBC significantly influence entrepreneurial intention, while subjective norms do not have a direct effect but exert an indirect influence through attitude and PBC. Entrepreneurship education positively affects PBC and indirectly influences entrepreneurial intention via PBC but does not directly predict intention, attitude, or subjective norms. Furthermore, entrepreneurial mindset significantly shapes attitude, subjective norms, and PBC, and indirectly influences entrepreneurial intention through these TPB components. Overall, the findings highlight the need for more experiential and practice-oriented educational approaches to ensure that improvements in entrepreneurial mindset and educational exposure translate into stronger entrepreneurial intention. Practical recommendations are offered to enhance the design and delivery of entrepreneurship education in higher education settings.

Fostering entrepreneurial mindsets and future skills: Innovative educational units for enhancing creative problem-solving in tenth-grade students

Technostress measurement scale among Indonesian young entrepreneurs: A psychometric study

This study aims to analyze the impact of entrepreneurial orientation (innovativeness, risk-taking, proactiveness) and perceived organizational support (training support, organizational trust) on the sales performance of insurance agents, considering the mediating role of adaptive selling behavior. Insurance agents, as a unique form of employment situated between traditional organizational members and self-employed individuals, are influenced not only by their personal capabilities but also by the level of support they receive from the organization and their entrepreneurial mindset. The findings are expected to provide insights for effective performance management strategies tailored to the characteristics of insurance agents. Additionally, the results may offer useful implications for insurance companies and corporate agencies (GAs) in developing recruitment and training programs. Specifically, the study aims to shed light on how organizational support and individual entrepreneurial orientation combine and lead to performance improvement through adaptive selling behavior, ultimately contributing to the enhancement of competitiveness in the domestic insurance industry.

ABSTRACT Micro-, small, and medium-sized enterprises (MSMEs) face rapid market changes, but their adaptive performance remains low, and prior research emphasizes orientation over dynamic capabilities. This study analyzes the influence of market-sensing capability and entrepreneurial mindset on MSMEs’ adaptive performance, with entrepreneurial capability and innovation capability as mediating variables in food-sector MSMEs. Data were collected from 357 MSME owners and managers and analyzed using structural equation modeling in SmartPLS. The results show that market-sensing capability and entrepreneurial mindset enhance capabilities, which in turn improve adaptive performance. Innovation capability plays the strongest role, while entrepreneurial mindset has mainly an indirect effect. These findings extend dynamic capability theory in the MSME context and provide practical implications for MSME owners to prioritize innovation and capability development to improve adaptability.

BackgroundDrawing on Social Cognitive Theory, the research addresses a critical gap concerning how environmental support mechanisms in developing-country incubators foster entrepreneurial mindsets and strategic behaviors. This study aims to examine how business coaching within university business incubators shapes the cognitive and behavioral orientations of student founders in Indonesia by analyzing its influence on locus of control, self-efficacy, and entrepreneurial orientation.MethodA quantitative research design was employed, involving 220 student founders whose startups were incubated in university business incubators across Indonesia. Data were collected through structured questionnaires and analyzed using PLS-SEM to test both direct and mediating effects among variables.Results and ConclusionThe results show that business coaching significantly enhances founders’ locus of control, self-efficacy, and entrepreneurial orientation. Both locus of control and self-efficacy also exhibit strong positive effects on entrepreneurial orientation, confirming their roles as central cognitive mechanisms underpinning entrepreneurial behavior. Furthermore, mediation analysis reveals that locus of control and self-efficacy significantly mediate the relationship between business coaching and entrepreneurial orientation. These findings underscore the importance of coaching not merely as a technical intervention but as a psychological and developmental process that strengthens founders’ agency, confidence, and strategic entrepreneurial posture within university incubation environments. This study offers novel empirical evidence on the psychological mechanisms through which business coaching influences entrepreneurial orientation in university incubators within a developing-country context—a setting often overlooked in the literature.

ABSTRACT Although many obstacles in the way of a shift to environmentally conscious entrepreneurship still exist, sustainable development is now a global necessity. The current study examines the variables that are influencing university students’ aspirations to pursue green entrepreneurship. We used Structural Equation Modelling (SEM) to investigate how students’ entrepreneurial attitudes and intentions were influenced by pro-environmental intentions, environmental self-awareness, environmental literacy, and entrepreneurial traits. According to the findings, pro-environmental intentions are largely shaped by environmental literacy and knowledge, while entrepreneurial intention is primarily predicted by an entrepreneurial mindset. The findings emphasize how pro-environmental intentions and subjective norms mediate the relationship between environmental awareness and entrepreneurial intention. Furthermore, results based on gender show that there is a stronger correlation between entrepreneurial traits and intention in men. In addition to making recommendations for educators and policymakers, this study theoretically advances the field of entrepreneurship and environmental behaviour research.

This social project aims to strengthen entrepreneurial skills among elementary school students through the development of practical learning media and hands-on training in producing salted eggs using chicken eggs. A total of 19 students from SDN Gadingsari participated in a four-week program involving lectures, demonstrations, direct practice, and basic guidance in packaging and simple marketing. The evaluation involved pre-tests, post-tests, observations, and satisfaction questionnaires. Results indicated an 18.5% increase in students' knowledge, with average scores rising from 65 to 77. Additionally, 85% of students expressed increased confidence and motivation to apply the skills learned, while 70% successfully practiced salted egg production at home. These outcomes demonstrate that the program effectively enhanced students' understanding, practical abilities, and entrepreneurial mindset, supporting the development of independence and creativity at the elementary school level.

Entrepreneurial mentality refers to the psychological readiness, emotional resilience, and positive attitude possessed by an individual in running and developing a business independently, as demonstrated through courage in taking risks, perseverance, a strong fighting spirit, responsibility, as well as the ability to adapt and innovate amidst challenges and obstacles in the business world. This research focuses on the entrepreneurial mentality of Javanese individuals by involving two mobile meatball vendors as the research subjects. The study employs a qualitative approach with an ethnographic communication method, using the data analysis technique of Miles, Huberman, and Saldana, which consists of three stages: data condensation, data display, and conclusion drawing. Data collection was carried out through in-depth interviews with Javanese mobile meatball vendors. The research identified three categories related to entrepreneurial mentality. The first category, sources of entrepreneurial mentality, includes concepts such as self-will, freedom, self-control, independence, courage, opportunity recognition, learning from experience, and aspiration. The second category, the business being undertaken, includes concepts such as patience, creativity, opportunity reading, self-awareness, self-confidence, perseverance, hard work, and humility. The third category, the application of entrepreneurial mentality, covers concepts such as dealing with competition, maintaining customer trust, strategies to attract customers, preventing losses, customer service, overcoming limited capital, financial calculation in business, managing risks, and resilience.

In recent years, global unemployment—especially among youths—has risen, with developing countries. This study examined the influence of agripreneurship on employment creation among youths in Southeast Nigeria. The study population was comprised of youths from the ages of 18 to 35 across the five southeastern states, with a sample size of 400 respondents selected through stratified sampling. Data were collected using structured questionnaires. Multiple regression was used to test the formulated hypotheses. Findings revealed that: agripreneurial skill acquisition has a positive but non-significant effect on job creation (β = 0.084, p = 0.138); agripreneurial productivity has a positive and significant effect on job creation (β = 0.162, p = 0.004); agripreneurial education has a positive and significant effect on job creation (β = 0.133, p = 0.035); agripreneurial innovation has a strong positive and significant effect on job creation (β = 0.544, p = 0.000). Thus, the study recommended that educational institutions, including universities and vocational centers, should integrate practical agripreneurial courses into their curricula. This will equip students with the knowledge and entrepreneurial mindset necessary to establish and manage agribusinesses.

This community service activity is motivated by the high unemployment rate and the low interest of young people in entrepreneurship due to limited skills and a mindset that is still oriented toward being job seekers. On the other hand, the development of digital technology provides significant opportunities to create independent and productive businesses, especially during the month of Ramadan. This activity aims to build an entrepreneurial mindset and improve public understanding of ethical digital marketing strategies. The method used is Participatory Action Research (PAR), which consists of problem identification, root cause analysis, solution formulation, program design, and implementation through seminars, training, and interactive discussions. The activity was conducted at the Manbaul Falah Islamic Boarding School in Rungkut, Surabaya, involving young participants. The results indicate an increase in participants’ understanding of business opportunities, the importance of an entrepreneurial mindset, and the effective and responsible use of digital technology. Participants’ enthusiasm during the activity also reflects increased motivation to start entrepreneurship at an early age. This activity has positive implications in enhancing awareness, knowledge, and economic independence of the community through productive and ethical use of digital technology.

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

This study examines how Artificial Intelligence (AI) is shaping youth entrepreneurship in Africa’s informal urban economies. Understanding this relationship is important because young entrepreneurs increasingly rely on digital technologies to overcome structural barriers such as limited infrastructure, restricted market access, and socio-economic exclusion. The study employs a systematic literature review of 146 peer reviewed articles published between 2020 and 2025. Bibliometric and thematic analysis were used to identify key research patterns, emerging themes, and knowledge gaps related to AI adoption among youth entrepreneurs in informal urban settings. The findings show that AI adoption is primarily mediated through mobile platforms and social media tools that support automation, market access, and digital visibility. However, adoption remains constrained by persistent digital divides, limited digital literacy, and uneven ecosystem support. The review further reveals that informal learning, peer networks, and digital improvization play a central role in how young entrepreneurs acquire and apply AI technologies in resource constrained environments. The study proposes a contextualized framework that emphasizes digital access, learning pathways, and ecosystem integration, and highlights the need for inclusive and locally grounded digital innovation strategies in African cities.

Purpose: This empirical study examines the relationship between strategic entrepreneurship and institutional performance within the Saudi Public Investment Fund (PIF), with a particular focus on the mediating role of strategic leadership. The study addresses a gap in the literature by explaining how entrepreneurial orientations are translated into measurable performance outcomes in sovereign wealth funds. Design/methodology/approach: A quantitative cross-sectional research design was employed. Data were collected from a stratified random sample of 337 professional employees at different organizational levels within PIF. Strategic entrepreneurship was modeled as a second-order construct comprising entrepreneurial mindset, entrepreneurial leadership, entrepreneurial culture, strategic resource management, and creativity and innovation application. Institutional performance was measured using the Balanced Scorecard dimensions, while strategic leadership was conceptualized as a reflective construct. Data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) with SmartPLS 4, supported by bootstrapping procedures. Findings: The results indicate a significant positive effect of strategic entrepreneurship on institutional performance. Strategic leadership was found to partially mediate this relationship, confirming its role as a key mechanism through which entrepreneurial capabilities enhance performance. The measurement and structural models demonstrated strong reliability, validity, and explanatory power. Originality/value: This study extends strategic entrepreneurship and leadership theories to the context of sovereign wealth funds and provides empirical evidence on the mediating role of strategic leadership in enhancing institutional performance. Practical implications: The findings offer actionable insights for policymakers and executives in sovereign investment institutions, emphasizing the importance of developing strategic leadership capabilities and fostering entrepreneurial practices to improve institutional performance.