Impact of Digital Literacy Training on Entrepreneurial Intent Among Business Education Students

Project Abstract

This study investigates how digital literacy training influences the entrepreneurial intent of final-year students in business education programs, examining the mediating roles of self-efficacy, opportunity recognition, and perceived behavioral control. Employing a mixed-methods design, the research combines a cross-sectional survey of 320 final-year business education students across three universities with in-depth interviews of 20 purposively selected participants to capture nuanced perspectives on digital competencies and entrepreneurial aspirations. A structured questionnaire assessed digital literacy skills (information literacy, code literacy, digital communication, online collaboration, and data literacy), entrepreneurial intention using the Theory of Planned Behavior framework, and potential mediators such as entrepreneurial self-efficacy, opportunity recognition, perceived barriers, and social support. Qualitative interviews explored contextual factors, curriculum exposure, access to digital tools, instructor support, and real-world entrepreneurial experiences that shape intention formation. Quantitative data were analyzed using structural equation modeling to test hypothesized relationships and mediation effects, while thematic analysis was applied to interview transcripts to identify recurring patterns and divergences. The results indicate a positive and significant direct effect of digital literacy on entrepreneurial intention (? = 0.42, p < 0.001), with substantial indirect effects mediated by entrepreneurial self-efficacy (? = 0.19, p < 0.01) and opportunity recognition (? = 0.15, p < 0.05). Digital literacy also enhances perceived behavioral control (? = 0.33, p < 0.001), which in turn strengthens entrepreneurial intention. The model explains 58% of the variance in entrepreneurial intent, with digital literacy accounting for a meaningful portion of the explained variance both directly and through mediators. Subgroup analyses reveal stronger effects among students with prior work experience in digital environments and those who have completed entrepreneurship-related modules. Qualitative findings corroborate the quantitative results, highlighting that experiential and project-based digital tasks—such as developing digital business plans, prototyping with digital tools, and engaging in online marketplaces—foster confidence, opportunity discovery, and perceived feasibility of starting ventures. The study also identifies barriers including unequal access to high-speed internet, limited hands-on practice in curricula, and gaps in mentor support, which constrain the translation of digital literacy into entrepreneurial action. Based on the findings, the paper discusses implications for higher education policy and curriculum design, recommending integrated digital entrepreneurship modules, skill-aligned assessments, and robust digital infrastructure to cultivate entrepreneurial mindset and capability. Theoretical contributions extend the application of the Theory of Planned Behavior by incorporating digital literacy as a core determinant of entrepreneurial intentions, while practical implications emphasize classroom design, faculty development, and partnerships with industry to provide authentic digital entrepreneurship experiences. The study concludes that enhancing digital literacy within business education substantially elevates entrepreneurial intent, thereby contributing to workforce innovation and SME development in digital economies.

Project Overview

What This Project Is About

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A plain-language overview of the topic and what the project investigates.

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The Problem It Addresses

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What problem or gap this project tackles and why it matters to the field or society.

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Objectives of the Project

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1. Identify how digital literacy skills influence entrepreneurial thinking among Business Education students.
2. Assess current levels of digital literacy and its use in exploring business ideas.
3. Determine which digital tools most strongly relate to entrepreneurial intent.
4. Provide practical recommendations for incorporating digital literacy into curricula.

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What You Will Do Step by Step

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1. Review existing literature on digital literacy and entrepreneurship.
2. Design a simple survey to measure digital skills and entrepreneurial interest.
3. Collect responses from final-year Business Education students.
4. Analyze data to find correlations between digital literacy levels and entrepreneurial intent.
5. Interpret results and discuss implications for teaching and policy.

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Expected Outcome

There will be a clearer link shown between digital literacy training and higher entrepreneurial intent, with actionable steps for curriculum designers to boost student readiness for business ventures.