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

Project Abstract

The study investigates how digital literacy training influences entrepreneurial intent among final-year students majoring in Business Education, examining the mediating and moderating roles of perceived feasibility, self-efficacy, and opportunity recognition. Employing a convergent parallel mixed-methods design, the research integrated quantitative data from 420 final-year students across three universities with qualitative insights from 18 in-depth interviews and 6 focus group discussions to provide a holistic understanding of the phenomenon. The quantitative phase utilized a structured questionnaire measuring digital literacy competencies (information retrieval, critical evaluation, digital communication, coding basics, e-safety awareness), entrepreneurial intent (individuals’ stated plans to start a business within the next three years), self-efficacy in entrepreneurship, and perceived market opportunities. Reliability analyses yielded Cronbach’s alpha values above 0. eight for all scales, and confirmatory factor analysis supported construct validity. Data were analyzed with structural equation modeling to test hypothesized relationships, while thematic analysis was applied to interview and focus group data to capture contextual nuances. Key findings indicate a positive and significant direct effect of digital literacy training on entrepreneurial intent (? = 0.42, p < 0.001). Moreover, digital literacy exerted an indirect effect on entrepreneurial intent through entrepreneurial self-efficacy (? = 0.19, p < 0.01) and perceived opportunity recognition (? = 0.15, p < 0.05), suggesting partial mediation. The study further confirms a moderating effect of prior exposure to entrepreneurship education, where students with higher exposure demonstrated stronger translation of digital literacy gains into entrepreneurial intent (interaction ? = 0.14, p < 0.05). Qualitative findings corroborate the quantitative results, with participants describing enhanced confidence to identify business opportunities, leverage online platforms for market research, and use digital tools for business planning and financial management. The narratives also reveal challenges related to resource constraints, process simplification, and digital fatigue, which moderately dampen the positive impact for some learners. The integration of methods highlights that digital literacy beyond mere technical skills—encompassing critical thinking, information ethics, and collaborative digital fluency—significantly strengthens intention to pursue entrepreneurial ventures. Policy and practice implications emerge for curriculum design and university-industry collaboration. The results advocate embedding comprehensive digital literacy modules within Business Education programs that emphasize entrepreneurial application, including project-based learning, digital business model development, and mentorship with digitally proficient entrepreneurs. Institutions should also implement scalable delivery modes (blended learning, micro-credentials) and provide access to incubator resources, acknowledging the moderating role of prior entrepreneurship education. The study contributes to theoretical models by integrating digital competence with entrepreneurial psychology, offering a nuanced pathway from digital literacy to entrepreneurial action among emerging business educators. Limitations include cross-sectional data and potential self-report biases; future work should explore longitudinal effects and cross-cultural contexts to generalize findings more broadly.

Project Overview

What This Project Is About

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A plain-language overview of how digital literacy training could influence students’ interests in starting or joining ventures after finishing their studies, and how this effect might play out for final-year business education students. It looks at what digital skills are taught, how confident students feel about using digital tools, and whether this confidence translates into stronger entrepreneurial intentions.

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The Problem It Addresses

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Many graduates enter the job market with limited practical digital skills or with opportunities that require digital know?how. This project investigates whether formal digital literacy training can boost students’ desire to pursue entrepreneurship, addressing the gap between what is taught and the skills young entrepreneurs feel they need.

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Objectives of the Project

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1. Identify the digital literacy skills taught in the program.
2. Measure students’ entrepreneurial intent before and after training.
3. Explore how confidence with digital tools relates to entrepreneurial interest.
4. Assess differences across demographics (e.g., gender, prior exposure).
5. Provide practical recommendations for curriculum design.

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What You Will Do Step by Step

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1. Review existing literature on digital literacy and entrepreneurial intent.
2. Design a simple training module focused on essential digital tools for startups.
3. Recruit final-year business education students to participate.
4. Administer pre- and post-training surveys to measure entrepreneurial intent and digital confidence.
5. Analyze data to identify changes and relationships between variables.
6. Interpret results and discuss implications for teaching and policy.
7. Draft recommendations for educators and program designers.

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Expected Outcome

The project is expected to show whether digital literacy training increases entrepreneurial intent, and under what conditions. It should offer clear guidance on how to structure digital skills components in business education to nurture student interest in entrepreneurship.