Fostering sustainable business values: The impact of universities on shaping sustainable entrepreneurial intentions in higher education students from developing economies

Sustainable entrepreneurship and Sustainable entrepreneurial intentions

Sustainable entrepreneurship has emerged as a critical area of research due to its potential to address global ecological and social challenges while fostering economic development. Such enterprises aim to minimize environmental harm and maximize positive social impact, integrating sustainability principles into their core business models (Yasir et al., 2021a). Scholars argue that this approach not only enhances innovation and risk management but also contributes to long-term competitiveness (Schaltegger et al., 2018; Belz & Binder, 2017). However, while the Theory of Planned Behavior (TPB) has been widely used to explain general entrepreneurial intentions, its application in the context of sustainable entrepreneurship remains underdeveloped. The traditional TPB model explains entrepreneurial intention through attitudes, subjective norms, and perceived behavioral control, but it often lacks integration with value-driven constructs such as environmental concern or social responsibility—factors that are central to sustainable entrepreneurship (Cieciuch, 2017; Dentchev et al., 2018).

In developed countries, studies using TPB have successfully extended the model to include sustainability-oriented factors. For instance, Lans et al. (2022) and Hörisch et al. (2016) showed that sustainability values significantly influence entrepreneurial intention when integrated with TPB constructs, suggesting that attitudes towards sustainability and perceived support systems are equally important in forming intentions. Conversely, in developing countries, contextual challenges—such as limited institutional support, infrastructure constraints, and lack of sustainability-focused education—affect how the TPB constructs manifest (Khan et al., 2022; Dhahri et al., 2021). These discrepancies point to a theoretical gap: while TPB provides a strong foundation for intention-based research, its core model may not sufficiently account for sustainability motivations in resource-constrained environments, where entrepreneurial decisions are often driven by necessity rather than opportunity.

In the Indian context, only a limited number of studies have explored sustainable entrepreneurial intentions using the TPB framework. Al-Jubari et al. (2019) and Pathak and Varshney (2017) provided insights into the effectiveness of TPB in predicting entrepreneurial intentions among Indian youth, but with minimal focus on sustainability. Recent studies, such as Singh et al. (2024), have begun integrating sustainable business values into TPB-based models and found that while attitudes and PBC strongly influence sustainable entrepreneurial intention, subjective norms exert a weaker impact due to socio-cultural dynamics and perceived lack of societal support. This highlights the importance of tailoring TPB constructs to the unique socio-economic realities of developing nations. Understanding how sustainability motivations intersect with entrepreneurial intention in India is essential, not only to design effective entrepreneurship education programs, but also to support policy interventions aimed at fostering green startups and socially responsible ventures in the Global South. Theory of Planned Behavior (TPB).

The Theory of Planned Behavior (TPB), introduced by Ajzen (1991), has become a dominant framework across various disciplines for understanding and predicting human behavior, particularly intention-driven actions. It posits that intention, the immediate antecedent of behavior, is determined by three core constructs: attitude toward the behavior, subjective norms (SN), and perceived behavioral control (PBC). These constructs have been widely adopted in entrepreneurship research to explore how individual beliefs, and social pressures shape entrepreneurial intentions (Bird, 1988; Ajzen et al., 2009). Recent studies (Yousafzai et al., 2022; Al-Jubari et al., 2019) affirm the utility of TPB in entrepreneurship education, demonstrating that the model is effective for capturing psychological processes underlying entrepreneurial decision-making. Moreover, the TPB is increasingly employed in sustainable entrepreneurship research, offering a robust foundation to assess how cognitive and normative factors influence students’ sustainable entrepreneurial intentions.

In this study, the TPB framework informs the derivation of three primary research variables: entrepreneurial attitude, subjective norms, and perceived behavioral control. Entrepreneurial attitude reflects an individual’s positive or negative evaluation of entrepreneurship, characterized by beliefs about its desirability, feasibility, and potential outcomes (Ajzen, 1991; Creswell & Creswell, 2018). Subjective norms represent perceived social pressure from significant others—such as family, peers, or educators—regarding entrepreneurial behavior (Abdul-Latif & Abdul-Talib, 2017). PBC denotes an individual’s perception of ease or difficulty in becoming an entrepreneur, which stems from perceived access to skills, knowledge, and resources (Osman et al., 2020; Ajzen, 2002). These variables together serve as predictors of entrepreneurial intention, defined as an individual’s cognitive orientation toward self-employment or venture creation (Bakar et al., 2014; Heuer & Kolvereid, 2014). Since actual entrepreneurial behavior often lags behind intention due to temporal and contextual factors, TPB-based intention models are especially valuable in educational settings (Mahajar et al., 2012; Nabi et al., 2016).

Recent advancements in the field underscore the need to extend TPB by integrating contextual and value-based variables such as sustainable business values and experiential learning through entrepreneurship education. Scholars have emphasized that sustainability-oriented entrepreneurship requires more than just intention—it demands a values-driven mindset fostered through education (Dhahri et al., 2021; Lans et al., 2022). Therefore, the present study incorporates sustainable business values as a mediating construct, aligning with recent literature that highlights the importance of responsible and ethical entrepreneurship in emerging economies (Liu et al., 2023; Khan et al., 2022). Additionally, experiential learning opportunities embedded in entrepreneurship curricula play a critical role in enhancing attitudes and self-efficacy, which in turn influence PBC and intention (Sirelkhatim & Gangi, 2015; Onjewu et al., 2021). By integrating these dimensions, the research advances the TPB framework to better capture the dynamics of sustainable entrepreneurial intention among Indian higher education students.

Entrepreneurial attitude and Sustainable entrepreneurial intentions

Entrepreneurial attitudes (EA) can be defined as an individual’s positive or negative assessment or appraisal of a specific behavior, which can influence their subsequent intentions. Their intentions were based on how people viewed behavior positively. In entrepreneurship, attitudes reflect the level of desire to become an entrepreneur (Krueger et al., 2000). entrepreneurship, the greater their intention to become entrepreneurs. The review study conducted by Lortie and Castogiovanni (2015) used the TPB framework to analyze entrepreneurial intentions. This supports the significant influence of attitudes on entrepreneurial intentions and establishing attitudes as a crucial predictor. Previous studies on university students have consistently highlighted the significance of attitude as the primary antecedent in predicting entrepreneurial intentions (Rosique-Blasco et al., 2018; St-Jean and Labelle, 2018; Munir et al., 2019; Phong et al., 2020; Shi et al., 2020; Ng and De Clercq, 2021). Prior research has found a positive correlation between university students’ attitudes towards sustainability-oriented entrepreneurship and their intentions to pursue sustainable business ventures (Vuorio et al., 2018; Fatoki, 2019; Thelken and de Jong, 2020; Agu, 2021; Yasir et al., 2021a). This indicates that individuals with favorable attitudes towards businesses that promote ecological and societal goals are more likely to become sustainable entrepreneurs. However, there have been a few instances in which this relationship was insignificant, such as during the COVID-19 pandemic in Vietnam (Nguyen et al., 2021) and Indonesia (Arifiani et al., 2021). Furthermore, contextual factors such as educational, infrastructural, and relational support have been found to moderate this relationship, leading to significant adverse effects. Thus, we propose the following hypothesis:

Perceived behavioral control and Sustainable entrepreneurial intentions

Perceived behavioral control (PBC) is a crucial dimension of TPB. It refers to an individual’s perception of how easy or difficult it is to perform a particular behavior based on their previous experiences or anticipated barriers (Ajzen, 1991). In entrepreneurship, perceived behavioral control is the capacity to carry out the necessary behavior to establish a new firm, including the sense and perception of the controllability of the behavior (Liñán and Chen, 2009, p. 596). A review conducted by Lortie and Castogiovanni (2015) found that the majority of the articles analyzed (90%) supported the notion that there is a positive correlation between PBC and entrepreneurial intentions. Furthermore, research conducted on university students provides evidence of this relationship (Rosique-Blasco et al., 2018; Munir et al., 2019; Shi et al., 2020; Ng and De Clercq, 2021). Additionally, the literature on entrepreneurial intention emphasizes the importance of PBC as a key dimension of TPB when examining factors that influence SEI. It is worth noting that PBC is crucial for explaining the relationship between TPB and SEI (Fatoki, 2019; Thelken and de Jong, 2020; Yasir et al., 2021a; Romero-Colmenares and Reyes-Rodríguez, 2022). In certain countries such as Nigeria (Agu, 2021), Liechtenstein, Austria, and Finland (Vuorio et al., 2018), the belief that one can improve a sustainable entrepreneurial venture may not significantly affect one’s intention to become an entrepreneur. Rather, the primary determinant of SEI is SBN, or perceived desirability, followed by EA. According to Vuorio et al. (2018), the importance of an individual’s perceived capability, skills, and entrepreneurial knowledge may not be as critical in sustainable entrepreneurship as in traditional entrepreneurship. Thus, the proposed hypotheses are as follows.

Subjective norms and Sustainable entrepreneurial intentions

Subjective norms (SBN) refer to the social factors that influence an individual’s perceived social pressure to engage in a particular behavior (Ajzen, 1991). In entrepreneurship, SBN represents an individual’s perception of how their decision to become an entrepreneur is viewed by significant others, such as family and friends (Liñán and Chen, 2009; Kautonen et al., 2015). Previous studies on entrepreneurial intentions have shown mixed results regarding the SBN dimension of PB, with some studies reporting inconsistent results (Lortie and Castogiovanni, 2015; Munir et al., 2019). However, research on SEI has shown that the opinions of individuals in close relationships are significant factors for university students (Tiwari et al., 2017; Agu, 2021; Yasir et al., 2021a; Romero-Colmenares and Reyes-Rodríguez, 2022). In certain studies, SBN was identified as the most influential dimension of the TPB.

In contrast, studies conducted in South Africa (Fatoki, 2019), Indonesia (Prabowo and Sinaga, 2022), Germany, and the Netherlands (Thelken and de Jong, 2020) have shown that SBN is not a significant factor. This suggests that the opinions of close individuals or groups may not play a role in shaping the SEI of university students. Thelken and de Jong (2020) suggested that the limited exposure of the public to sustainable entrepreneurship situations and experiences may result in a lack of knowledge and awareness of sustainable entrepreneurship, which could explain the weak influence of SBN. Therefore, it is important to consider these cultural and contextual factors when examining the role of SBN in understanding the relationship between the TPB and SEI. Thus, we propose the following hypotheses:

Sustainable business values on Sustainable entrepreneurial intentions

According to Brundtland (1987), sustainability refers to the development of the present needs without compromising the ability of future generations to meet their needs. Although the implementation of the SDG 2030 plan has commenced, the UN report suggests that progress in many areas has not been made to achieve the 2030 targets. There is a growing urgency to address challenges, such as poverty, hunger, social inequality, ecosystem restoration, and sustainable cities and communities. Encouraging entrepreneurial activities can increase employment opportunities, foster economies, and achieve Sustainable Development Goals (SDGs) (United Nations, 2017). Ali (2018) argued that, while some countries have prioritized UN SDGs related to economic empowerment, peace, and justice, other goals are often overlooked. To ensure that all the SDGs are given equal importance, it is necessary to increase awareness of their significance and ensure transparency in their implementation. Bodhi et al. (2022) suggest that individuals’ sustainable business values are shaped by their attitudes, beliefs, and value systems, which play a critical role in determining their intention to engage in sustainable entrepreneurship. Debrah et al. (2021) proposed that sustainable behavior is rooted in an individual’s past experiences and learning, and their attitude towards sustainability is shaped by their level of connection with sustainable practices. Çop et al. (2020) defined sustainable values as individuals’ commitment to promoting sustainability, reflecting their preference for sustainable practices and dedication to achieving sustainability. Thus, we propose the following hypothesis:

University role on Sustainable entrepreneurial intentions

Universities’ entrepreneurship programs play a crucial role in shaping the attitudes, personalities, knowledge, inclination towards sustainability, critical thinking, and other fundamental qualities of aspiring entrepreneurs (Tiemann et al. 2018). Therefore, universities are responsible for broadening students’ perspectives on sustainability by educating them on the ecological and social issues that prevail in the community (Sun and Zhao, 2024). This knowledge will help students identify emerging entrepreneurial opportunities by assessing the risks and rewards of sustainable entrepreneurship (Shi et al., 2020). Therefore, students need to develop specific competencies and understand that sustainability is essential for analyzing and creating a business plan for sustainable entrepreneurship.

Educators should motivate students to engage in sustainable entrepreneurship, ensure that sustainability values are incorporated into all business operations, and integrate them into their training programs (Kummitha, 2020). To achieve this, there is a need to modify traditional education methods by altering strategies, teaching methodologies, and pedagogies and involving internal and external stakeholders to raise awareness and implement sustainable development goals. Internal stakeholders include university governing bodies, professors, administrative staff, students, and their families, whereas external stakeholders include society, government agencies, organizations, enterprises, and other higher education institutions (García-Feijoo et al., 2020). The implementation of experiential learning can significantly affect students’ entrepreneurial learning (Nayak et al., 2024). By involving all stakeholders, the education system can effectively incorporate sustainability values into its programs and provide students with the skills necessary to become sustainable entrepreneurs (Ferrer-Estévez and Chalmeta, 2021).

According to Purcell et al. (2019), in a comparative study of the students who enrolled in universities that provided comprehensive sustainable entrepreneurship programs, including collaborations with external stakeholders, especially international universities, were exposed to experiential learning (Hameed and Haq, 2020). These programs also offer access to entrepreneurial networks and examine government and international policies to enhance the quality of entrepreneurship curricula (Sun and Zhao, 2024). Consequently, these students had higher perceived desirability and feasibility attributes than those who studied in universities without such programs (Tehseen et al., 2021). Business schools can put forth the goals of sustainability through innovative pedagogical methods such as implementing sustainability goals on their campus, promoting gender equality and women empowerment by increasing the presence of female students in taking courses that males initially dominated (Miotto et al., 2020), introducing community service as part of the curriculum that alerts students to societal issues, providing scholarships for solutions to sustainable issues, paving the way to a plethora of world-changing ideas, encouraging research and learning by allying with fellow countries, collaboration among universities bringing revolution to a global stage, and universities, in addition to research and teaching, have to be collaborative world leaders in achieving SDGs (Goodall et al., 2019). Higher education institutions can effectively integrate business skills education for sustainability by developing programs that involve external stakeholders, such as enterprises, associations, public establishments, charitable institutions, and other universities (Hermann and Bossle, 2020). These programs should focus on providing practical training to students, fostering an entrepreneurial mindset, and encouraging them to develop solutions for sustainability issues. Hence, universities can play a crucial role in fostering entrepreneurial and sustainable student intention. Therefore, we propose the following hypothesis:

Figure 1. Conceptual framework of the study (Authors own contribution).

Population

This study employs a deductive research approach within the positivist paradigm. Data was collected from students at higher education institutions via a quantitative self-administered questionnaire aligned with the research design. Notably, only a limited number of institutions in India provide entrepreneurship training. Therefore, the institutions for this study were selected based on their national rankings and involvement in entrepreneurship. A total of 500 questionnaires were distributed across 26 higher education institutions in Udupi and Dakshina Kannada Districts of Karnataka, India, between January and March 2024. After excluding unengaged responses and those with missing values, 234 responses were retained, yielding a response rate of 83.27%. This study focused on students who had received entrepreneurship education as part of their curriculum. This sample size was determined based on practical considerations, including accessibility to participants and available resources, while ensuring statistical validity. Similar sample sizes have been used in previous studies to explore comparable research questions. Although the sample size may not fully generalize to all students in this age group, it provides a robust foundation for identifying trends and relationships within the target demographic. Future research with larger samples can build on these findings to improve generalizability.

The constructs were developed based on the findings of previous research and opinions of experts in the field. Before conducting the field survey, two steps were taken to ensure the applicability and reliability of the constructs. First, six experts in sustainability attitudes, sustainable business development, Sustainable Development Goals (SDGs), TPB, and personal values evaluated the proposed constructs. Second, a pretest was administered to 50 students from five universities to ensure the completeness of the questionnaire for actual data collection. In the final questionnaire, a five-point Likert scale ranging from 1 (strongly disagree) to 5 (strongly agree) was used to show how the various constructs of students’ entrepreneurial intentions were manifested in their answers.

According to Podsakoff et al. (2003) and O’Brien (2007), the two measures of sustainable intention are reversed to mitigate the risk of common method bias and to increase the validity of the responses. Herman’s single-factor test was conducted to evaluate the variance in the common method, which revealed that six factors accounted for 63% of the variance in the data. However, the first component accounted for only 23% of the variance, indicating that no single component accounted for most of it. Additionally, surveys were administered by the participants themselves, and random response approaches were employed to minimize the influence of social desirability on their responses. Moreover, an examination of the convergence validity revealed no indication of bias in social desirability.

Sampling techniques

The data for this study were collected using a cluster sampling technique. Two clusters of the population were selected using convenience sampling. Universities were chosen randomly within each cluster (city). From these universities, students who had received entrepreneurship education as part of their curriculum were randomly selected. Given the small sample size relative to the number of students, the study required sampling from only a few universities for each cluster. The below-mentioned scale was chosen due to the adaptability of the scale to developing economies.

The demographics of the respondents

A total of 281 responses were received from the participants over three months, of which 47 were excluded from the analysis because they were inappropriate for analysis, yielding a response rate of 83.27%. Finally, 234 responses werse found to be complete and used in the study. Of these, 41% were male (n=96) and 138 were female (n=138). Most respondents were undergraduates below the age of 25 years. The average age of the participants was 20.14 years, which is similar to the average age of university students in India. All the students who participated in the survey were from state of Karnataka, India’s Top Commerce and Management Institute and were in their last year of the program. Interestingly, 79% (n= 185) of the students were aware of sustainability and sustainable entrepreneurship ( Table 1).

Research instrument

This study used six principal constructs: Entrepreneurial Attitude, Perceived Behavioral Control, Subjective Norms, Sustainable Business Values, University Roles, and Sustainable Entrepreneurial Intention. The Vuorio et al. (2018) scale was adopted and assessed with five items to measure EA, and the participants were asked to rate their attitudes towards entrepreneurial venturing. The Liñán and Chen (2009) scale was used to measure PBC using a five-point scale. SN was measured using a four-item scale (Liñán and Chen, 2009) to obtain responses. Sustainable business values were operationalized using a multi-dimensional scale adapted from Wang et al. (2020) capturing environmental, social, and ethical orientations. The university role was measured by adapting items developed by Alvarez-Risco et al. (2021) with three items (Fatoki and Oni, 2014), and sustainable entrepreneurial intention uses a three-measure scale from the studies of Wegner et al. (2019), reflecting curriculum relevance, resource accessibility, and normative support for entrepreneurship.

Research design

The research design was exploratory, as it explored the influence of various attributes on sustainable entrepreneurial intention. This study used a survey method to obtain data on attitudes, social norms, self-efficacy, sustainable values, university roles, and sustainable entrepreneurial intention. The survey items were adapted from existing literature, as mentioned in the items of construct Table 2. The proposed research model was analyzed using the PLS-SEM method through the Smart-PLS software program, which assists in connecting the interdependent variables and establishing a relationship to analyze the latent variables.

Sample and data collection

Data were obtained using a questionnaire with 5-point Likert scale, in addition to demographic characteristics. The sample consisted of students who obtained or were in the process of obtaining undergraduates. Furthermore, the age of the participants was restricted from 18 to 25 years to obtain a fairly recent overview of the quality of education or its influence on students. The sample age indicates that the study determined the students’ commitment to starting a venture during or after their studies. The average age of the respondents was 20.14 years. The participants were undergraduate students from various universities in and around Karnataka. In this quantitative study, data were collected using a questionnaire comprising 281 respondents, of which 234 were eligible for data analysis. Table 1 presents the demographic information of the respondents and Table 2 lists the constructs considered in the questionnaire.

Data analysis and results

The current study used partial least squares smart PLS version 4 software for data analysis and path modeling (Ringle et al., 2015). As this study aims to predict sustainable entrepreneurial intentions, we believe that PLS-SEM is an appropriate tool for data analysis. A confirmatory composite analysis is suitable when the study focuses on prediction. This study should be validated because PLS-SEM primarily concentrates on the relationship between forecasts and theory testing (Shmueli et al., 2016).

For many reasons, this study used PLS to analyze the paths and relationships. PLS-SEM handles measurement errors better and assesses the mediating relationships more accurately. Second, PLS path analysis works well in practice. This approach is suitable for complex research models and entrepreneurship. Third, the PLS-SEM approach allows researchers to formulate and test sophisticated conceptual models with flexible assumptions (Zaman et al., 2020). The benefits are that the assumptions regarding the non-normal distribution of the data are less strict, complex relationships between the constructs can be handled, and the key driver constructs for the outcome construct can be predicted accurately (Hair et al., 2012). However, the data collected in this study were not normal. PLS-SEM was used to determine the inner and outer dimensions of the model. The first step in this technique was to examine the measurement of inter-item reliability, convergent validity, and internal consistency. A structural model was used to test the hypotheses and predictability (Henseler et al., 2009). The first stage evaluated the measurement model for reliability, convergence, and divergence using confirmatory factor analysis (CFA). The average validity extracted value (AVE) of a variable is shown in Table 3, with a factor load of at least 0.50 and a composite reliability of the construct at 0.7, consistent with previous research (Hair et al., 2012). In the second stage, the structural model and hypotheses were tested after assessing the model’s goodness-of-fit index. The model’s overall fit was deemed acceptable as all index values fell within the acceptable range.

The threshold limits for these values were in accordance with standards established in various studies. This study referred to Hair et al. (2019) for the threshold limit. The reflective indicator loading must be ≥0.700 to ensure relevance to the study results. Therefore, an outer load that was less than the threshold was removed. The removed latent variables are PBC2=0.691, SV3=0.604, UR1=0.657, SN5=0.094, SN6=0.002 SN7=0.311, SN8=0.244, SN9=0.058. The Reliability and Validity of the latent variable were determined using Cronbach’s alpha (α), Composite Reliability (CR), and Average Variance Extracted (AVE) tests. The value of α≥0.70 (but a minimum of 0.6 is allowed in exploratory research). The values of CR ≥0.8 and AVE≥0.5. To ensure that the data are not compromised, the maximum value should be approximately 0.95. In the above table, the values of α, CR, and AVE were within the limits prescribed by the researchers. Therefore, the variables were reliable, and the internal consistency and reliability of the data were maintained. To ensure discriminant validity, we analyzed the correlations among all the configurations. Discriminant validity was confirmed by the calculated values for adjustments among constructs that were lower than the squared AVE cutoff value (Urban and Kujinga, 2017). This suggests that each construct was independent and suitable for conducting additional statistical tests. We evaluated the measurement scale’s validity using the average variance extraction (AVE) method, demonstrating that each component differed significantly and was unrelated to the others. The fact that each component differs significantly and is unrelated to the others suggests that the results are not skewed towards sustainable entrepreneurial intentions.

The Heterotrait-Monotrait Ratio

Despite this, the Fornell–Larcker criterion is one of the most powerful methods for assessing the discriminant validity. However, the FLC criterion cannot precisely measure discriminant validity in various research contexts. A recent study used the HTMT ratio to assess constructs’ discriminant validity (Henseler et al., 2015). Table 4 shows the results, which show that they meet the specified criterion of all values being less than 0.90 (Chin and Marcoulides, 1998). Thus, all variables studied in the context of higher education showed discriminant validity.

The Fornell–Larcker Criterion

The FLC criterion was used to assess discriminant validity. The AVE squared value for each variable was calculated and compared with the correlation values for other variables (Fornell and Larcker, 1981). After computing the AVE square root value, the diagonal correlation matrix must be greater than the squared correlation value (Hair et al., 2018). For discriminant validity, diagonal elements or coefficients must be larger than off-diagonal elements or coefficients. Table 4 shows that all square roots of AVE for the constructs were greater than the off-diagonal elements or coefficients in the relative columns and rows, indicating discriminant validity.

Theoretical implications

The research findings significantly contribute to the literature on sustainable entrepreneurship education and the Theory of planned behavior. Numerous studies have examined the role of sustainable entrepreneurship education in new venture creation (Ahmed et al., 2020; Cassol et al., 2022), students’ intentions to start a business (Badri and Hachicha, 2019; Otache et al., 2022), the entrepreneurial mindset of college students (Bell and Cui, 2023), the intentions of engineering students (Kim and Park, 2019), business students (Adu et al., 2020; Jena, 2020), and human capital (Passaro et al., 2018). However, scant attention has been given to studying its effect on the Theory of planned behavior and sustainable values and the university’s role in the emerging economies of South Asia. This study makes four main contributions to this Theory.

Begin contributes to the literature by investigating an understudied extension of the Theory of planned behavior with its underlying association with sustainable entrepreneurial intentions. This study extends previous research’s Theory of planned relationships by proposing additional variables of sustainable business values and university roles and as an alternative mechanism for improving EI in the context of HEIs

In addition, considerable research has been conducted on various factors that influence higher education students’ sustainable entrepreneurial intention (SEI). These factors include age, gender, role models, sociocultural influences, and self-efficacy (Anwar et al., 2021; Chhabra et al., 2021). However, there is a lack of studies specifically investigating the independent impact of sustainable business values and university roles and development on the Theory of planned behavior (Ajzen, 1991). This research addresses this gap in the literature by exploring the connection between behavioral variables and the individual effects of sustainable business values and university roles in the context of higher education institutions (HEIs). The findings highlight that behavioral variables significantly enhance the SEI of students in higher education.

Moreover, this study examines the personal effects of sustainable business values and university roles within the Theory of planned behavior framework to elucidate the role of behavioral factors in influencing SEI. Previous research has demonstrated that when behavioral factors align with the inspiration provided through entrepreneurship education, students are more inclined to initiate business ventures (Adekiya and Ibrahim, 2016; Alami and El Idrissi, 2022).

Furthermore, this study makes a significant contribution to the field of sustainable entrepreneurship education and sustainable entrepreneurial intention (SEI) by offering valuable insights into the impact of behavioral factors on EI development among students in higher education institutions (HEIs). Recognizing the crucial role played by behavioral factors, university roles, and sustainable business values in shaping EI, this study proposes practical recommendations for integrating entrepreneurial projects into the curriculum. These projects may include activities, such as creating business plans, conducting market analyses, and fostering idea generation (Yousaf et al., 2021). Additionally, this study suggests the involvement of role models or motivational speakers, who can share their personal experiences to inspire and guide potential entrepreneurs.

This study contributes to the field of entrepreneurial education, particularly in emerging economies. While previous research has primarily focused on developed nations, there remains a need for further studies examining the unique circumstances of emerging countries such as India (Singh and Mehdi, 2022). The evidence obtained from studies conducted in emerging economies may not apply directly to universities in developed countries, thus emphasizing the importance of conducting research tailored to specific contexts. By addressing this gap, this study fills a void in the literature and provides insights relevant to universities that operate in developing economies.

Practical implications

This study has implications for addressing the issue of unemployment among higher-education students. First, higher education institutions should implement entrepreneurship courses that focus on sustainable business and experiential learning programs to enhance students’ intentions (EI). These initiatives include student-driven clubs, business competitions, business proposal development, webinars, seminars, corporate consultancy, and networking events (Jones et al., 2012; Shabbir, 2021). Students can develop a keen interest in entrepreneurship by engaging in such activities. The cultivation of EI among higher education students not only alleviates the burden on industries and the government to create employment opportunities for educated youth but also encourages them to consider self-employment or entrepreneurship as a viable career path. Educational institutions can empower students to create employment opportunities and contribute to economic growth by promoting entrepreneurial engagement.

Entrepreneurial intention has the potential to create a positive social impact by inspiring individuals to establish businesses that address societal and environmental challenges. Pursuing entrepreneurial goals can empower individuals to achieve self-sufficiency and financial stability through ventures. Moreover, effective entrepreneurship education and training can facilitate the transition of graduates from job seekers to job creators, contributing significantly to long-term socioeconomic development at the national level.

This study suggests that university administrations should implement policies focused on delivering entrepreneurial programs based on a competency-based framework. Such initiatives would increase students’ entrepreneurial intentions and foster new venture establishments (Ashraf 2019; Li et al., 2020; Sherkat and Chenari, 2020). Recognizing that entrepreneurship is a primary driver of economic development in a nation (Arshad et al., 2019), these policies would play a vital role in nurturing entrepreneurial ecosystems and fostering economic growth.

Third, the relevance of EE cannot be overstated, considering the uncertainties brought about by the COVID-19 crisis; the relevance of entrepreneurship education (EE) cannot be underestimated (Jones et al., 2021). This study highlights (Nayak et al., 2024) how crucial the pre-university phase is in determining students’ goals since it has a significant impact on their future endeavors. It recommends exposing students to basic entrepreneurial concepts before enrollment in Higher Education. EE equips entrepreneurs with the skills and resilience to navigate the business landscape during times of crises. Making EE more accessible to a broader range of individuals can contribute to addressing social challenges arising from the pandemic.

In summary, state policymakers should prioritize sustainable entrepreneurship education in universities, incorporate open innovation dynamics, raise awareness of limited job opportunities, and promote self-employment. Recognizing the Importance of EE. In times of crisis, efforts should be made to expand the reach and address the challenges posed by the COVID-19 pandemic.

To promote entrepreneurship, policymakers should ensure that universities incorporate entrepreneurship education into their curricula, including teaching the cyclical dynamics of open innovation (Dzisi et al., 2018). It is crucial to design entrepreneurship education and training that raises awareness about limited employment opportunities and the importance of self-employment (Yun et al., 2018). Furthermore, considering the COVID-19 crisis and its impact on the job market, the significance of entrepreneurship education and training cannot be overstated (Jones et al., 2021). It equips entrepreneurs with the skills required to navigate the business environment during a crisis. Widening access to entrepreneurship education and training can contribute to addressing social issues resulting from the pandemic.

Entrepreneurial aspirations have the potential to stimulate entrepreneurship within underrepresented groups including women, minorities, and low-income individuals. This can effectively reduce income disparity and enhance social inclusion. By providing entrepreneurial training, we can encourage the emergence of new businesses that introduce innovative concepts, products, and services to the market, thus benefiting the economy and society. To maximize the effectiveness of entrepreneurial education, collaboration among stakeholders is essential to promote a positive socioeconomic environment, leading to long-term economic stability and minimizing crises. Furthermore, the government must increase investments in entrepreneurial training and implement practical interventions during crises to foster more entrepreneurs who can generate additional employment opportunities. This approach has the potential to enhance the competitiveness of the country’s education sector and contribute to the nation’s overall growth and development (Brown et al., 2020).

Limitations and scope for future research

This study has several limitations. First, it is confined to the scope of the Theory of planned behavior, restricting the examination of broader environmental and external factors. Additionally, this study focused on quantitative analysis for predicting SEI. A mixed-method approach or qualitative analysis could provide additional insights for predicting SEI. This study is concerned with the generalizability of the findings from a sample of higher education students drawn from one province in one country. Therefore, the application of the same model to students from different provinces or nationalities remains unexplored. Future research could consider longitudinal studies to gain insights into the motivating factors of students’ entrepreneurial aspirations.