Impact of digital literacy training on entrepreneurial intention among final-year business education students.

Project Abstract

This study investigates the impact of a structured digital literacy training program on the entrepreneurial intentions of final-year students in business education, addressing a notable gap at the intersection of information and communication technologies (ICT) literacy and self-employment motivation. A mixed-methods design was employed to capture both breadth and depth of influence, combining a quasi-experimental pretest–posttest control group design with qualitative interviews to explore underlying mechanisms. The sample consisted of 240 final-year business education students drawn from three universities, randomly assigned to an experimental group receiving an eight-week digital literacy curriculum and a control group continuing with the standard curriculum. The digital literacy program encompassed essential competencies such as digital information fluency, online business tools, data-driven decision making, cybersecurity and ethical considerations, digital marketing fundamentals, e-commerce platforms, and opportunities for digital freelancing and venture creation. Validated instruments were used to measure entrepreneurial intention, perceived behavioral control, attitudes toward entrepreneurship, subjective norms, and digital literacy levels at baseline, immediately after the intervention, and at a three-month follow-up. Reliability analyses yielded Cronbach’s alpha values all above 0.78 for the major constructs. Quantitative analysis employed repeated-measures ANOVA and structural equation modeling to test hypothesized relationships, while qualitative data were analyzed using thematic analysis to identify recurring patterns related to motivation, perceived feasibility, and deterrents to entrepreneurship. The results indicate a significant positive effect of digital literacy training on entrepreneurial intention, with effect sizes indicating a moderate practical impact (Cohen’s d ? 0.45) at post-test that persisted at follow-up. Mediation analysis revealed that improvements in perceived behavioral control and attitudes toward entrepreneurship partially mediated the relationship between digital literacy gains and entrepreneurial intention. Subgroup analyses suggested that effects were more pronounced among students with higher baseline digital engagement and among those expressing initial interest in business startups. Qualitative findings corroborated the quantitative results, uncovering themes of empowerment through practical tool mastery, enhanced confidence in leveraging digital platforms for venture creation, and a shift from passive career expectations to proactive venture-oriented mindsets. Barriers identified included resource constraints, limited access to seed funding, and perceived market saturation in digital marketplaces, highlighting the need for integrated support systems such as incubator linkages and mentorship. The study contributes to entrepreneurship education by evidencing that incorporating comprehensive digital literacy training within business education curricula can cultivate entrepreneurial dispositions and readiness, thereby aligning academic programs with evolving labor market demands. Theoretical implications include refinement of the Theory of Planned Behavior in the context of digital competencies and entrepreneurial intention, while practical implications advocate for curricular reform that embeds hands-on digital entrepreneurship modules, assessment of digital skill progression, and university–industry collaborations to facilitate student ventures. Limitations include potential cultural factors influencing generalizability, a relatively short follow-up period, and the focus on urban university settings. Future research should explore longitudinal effects across diverse institutions, incorporate control for prior entrepreneurial experience, and evaluate the differential impact of specific digital literacy components on various entrepreneurial pathways.

Project Overview

What This Project Is About

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A straightforward look at how training in digital literacy can influence final-year business education students’ plans to start or run a business. It explores whether improving digital skills such as online research, digital marketing, and basic tech tools makes students more likely to consider entrepreneurial ventures.

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The Problem It Addresses

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Many business students graduate with limited digital skills that are essential for modern entrepreneurship. This gap can hinder their confidence and willingness to pursue entrepreneurial paths. The project investigates whether targeted digital literacy training can close this gap and increase entrepreneurial intention.

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Objectives of the Project

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1. Assess the current level of digital literacy among final-year business education students.
2. Design and deliver a practical digital literacy training module.
3. Measure changes in entrepreneurial intention after the training.
4. Identify which digital skills most influence entrepreneurial interest.
5. Provide recommendations for integrating digital literacy into the curriculum.

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What You Will Do Step by Step

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1. Review existing literature on digital literacy and entrepreneurial intention.
2. Survey and assess participants’ baseline digital skills and entrepreneurial goals.
3. Develop and implement a targeted training module.
4. Reassess skills and intentions post-training using simple surveys.
5. Analyze data to find correlations between training and intention changes.
6. Discuss findings and propose curriculum enhancements.

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Expected Outcome

Anticipated findings include an increase in entrepreneurial intention linked to improved digital literacy, with insights into which digital skills have the strongest impact. The project should offer practical steps for embedding digital literacy in business education to foster entrepreneurship.