From Education to Intention: Self-Efficacy as a Mediator in Entrepreneurship Education within Ai Driven Context

Abstract

Entrepreneurship education has been widely recognized as a key driver of entrepreneurial intention; However, the mechanisms through which it influences individuals’ decision making remain insufficiently understood, particu-larly within increasingly AI driven learning environments. Drawing on the Theory of Planned Behavior and Social Cognitive Theory, this study examines both the direct and indirect effects of entrepreneurship education on en-trepreneurial intention, with self efficacy as a mediating mechanism. The research is situated within a technology oriented academic context in China, where students are increasingly exposed to AI enabled learning tools and digital educational ecosystems.

Using survey data from university students (N = 53), regression based mediation analysis was employed to test the proposed relationships. The results indicate that entrepreneurship education has a significant positive effect on entrepreneurial intention (β = .524, p < .001). Furthermore, education significantly predicts self-efficacy (β = .443, p < .001), which in turn strongly influences entrepreneurial intention (β = .568, p < .001). When self efficacy is included in the model, the direct effect of education on intention decreases but remains significant (β = .272, p = .019), indi-cating partial mediation. These findings suggest that entrepreneurship education operates through dual pathways: directly shaping students’ intentions while simultaneously enhancing their perceived capabilities.

The findings highlight that self efficacy remains a critical factor in translating education into entrepreneurial inten-tion. Practical implications suggest that educational programs should actively foster students’ confidence and per-ceived competence. Limitations and directions for future research are discussed