Entrepreneurial Education as a Determinant of

Entrepreneurial Intention Mediated by

Entrepreneurial Passion and Entrepreneurial
Mindset Among Indonesian Students
Raya Sulistyowati

State University of Surabaya

Dwi Yuli Rakhmawati
State University of Surabaya
Agung Listiadi
State University of Surabaya
Meylia Elizabeth Ranu
State University of Surabaya
Marisa Intan Prawesti
State University of Surabaya
Danis Maulia
State University of Surabaya

Research Article

Keywords: Entrepreneurial Education, Entrepreneurial Passion, Entrepreneurial Mindset, Entrepreneurial

Intention, PLS-SEM

Posted Date: January 28th, 2026

DOI: [Link]

License:   This work is licensed under a Creative Commons Attribution 4.0 International License.
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Additional Declarations: No competing interests reported.

 ENTREPRENEURIAL EDUCATION AS A DETERMINANT OF ENTREPRENEURIAL
INTENTION MEDIATED BY ENTREPRENEURIAL PASSION AND ENTREPRENEURIAL
MINDSET AMONG INDONESIAN STUDENTS

Raya Sulistyowati1*, Dwi Yuli Rakhmawati2, Agung Listiadi3, Meylia Elizabeth Ranu4, Marisa Intan
Prawesti5, Danis Maulia6
Universitas Negeri Surabaya, Faculty of Economics and Business, 2 Ketintang St., Surabaya City,
East Java IDN-60231, Indonesia, rayasulistyowati@[Link]
Universitas Negeri Surabaya, Faculty of Economics and Business, 2 Ketintang St., Surabaya City,
East Java IDN-60231, Indonesia, dwirakhmawati@[Link]
Universitas Negeri Surabaya, Faculty of Economics and Business, 2 Ketintang St., Surabaya City,
East Java IDN-60231, Indonesia, agunglistiadi@[Link]
Universitas Negeri Surabaya, Faculty of Economics and Business, 2 Ketintang St., Surabaya City,
East Java IDN-60231, Indonesia, meyliaranu@[Link]
Universitas Negeri Surabaya, Faculty of Economics and Business, 2 Ketintang St., Surabaya City,
East Java IDN-60231, Indonesia, marisa.20065@[Link]
Universitas Negeri Surabaya, Faculty of Economics and Business, 2 Ketintang St., Surabaya City,
East Java IDN-60231, Indonesia, danis.21001@[Link].

Abstract. This article examines the influence of entrepreneurial education on entrepreneurial intention by
incorporating entrepreneurial passion and entrepreneurial mindset as mediating variables. Using a
quantitative approach and PLS-SEM analysis on 278 students from 11 Indonesian universities, the findings
reveal that entrepreneurial education significantly enhances passion and mindset but does not directly
affect entrepreneurial intention. Entrepreneurial passion shows a significant positive effect on intention,
whereas entrepreneurial mindset does not. Additionally, neither variable mediates the relationship between
education and intention. These results highlight the need for more experiential, action-oriented, and
contextually relevant entrepreneurship education capable of transforming passion and mindset into
concrete entrepreneurial intentions.

Keywords: Entrepreneurial Education, Entrepreneurial Passion, Entrepreneurial Mindset, Entrepreneurial

Intention, PLS-SEM

Introduction (Sari & Susilowati, 2022).

Current developments in the business Entrepreneurial education is the
world and technology have highlighted the process of developing the ability to recognize
importance of entrepreneurial education as a business opportunities and potential profits from
foundation for shaping a young generation that developing skills, knowledge, and self-esteem
is ready to face business challenges. to start a business and face the risks that arise
Entrepreneurial education not only provides (Jones & English, 2004). Individuals who study
technical knowledge about business, but also entrepreneurship or entrepreneurial education
develops the ability to recognize opportunities, will have more knowledge in running a business.
manage risks, and create new innovations. In the According to Naiborhu & Susanti (2021),
context of higher education, students who study entrepreneurial education consists of
entrepreneurial education tend to have a better educational programs that include guidelines
understanding of the process of starting, and an overview of entrepreneurship, such as
managing, and maintaining a business. This starting and managing a business and strategies
makes entrepreneurial education an important for maintaining a business.
factor in building entrepreneurial intention Entrepreneurial intention is defined as
a state of mind in which an individual has entrepreneurs (Primandaru & Adriyani, 2019).
thoughts about business, to direct, discover, The research questions include
implement, and develop an entrepreneurial (1) How does Entrepreneurial Education
concept (Rizqi et al., 2022). Ajzen (1991) in influence Entrepreneurial Intention?
Rizqi et al. (2022) states that entrepreneurial (2) How does Entrepreneurial Education
intention is the best predictor that describes an influence Entrepreneurial Passion?
individual's planned behavior to start (3) How does Entrepreneurial Education
entrepreneurial activities. Entrepreneurial influence Entrepreneurial Mindset?
intention is an important key to starting a (4) How does Entrepreneurial Passion
business and is a major asset in overcoming influence Entrepreneurial Intention?
various obstacles in entrepreneurship (Xia et al., (5) How does Entrepreneurial Mindset
2020). influence Entrepreneurial Intention?
Entrepreneurial passion is defined as (6) How does Entrepreneurial Passion
desire, love, positive feelings, and affection for influence Entrepreneurial Intention
entrepreneurial activities (Cardon et al., 2009). mediated by Entrepreneurial Mindset?
Entrepreneurial passion is a strong positive (7) How does Entrepreneurial Education
emotion within oneself towards activities and influence Entrepreneurial Intention
tasks related to entrepreneurial activities mediated by Entrepreneurial Passion?
(Appelhoff et al., 2016). According to Latham Through this study, the research aims to
& Pinder (2005), entrepreneurial passion explore the role of entrepreneurial passion and
influences valence, instrumentality, and entrepreneurial mindset as mediating variables
expectations. They state that the feelings and in the relationship between entrepreneurial
emotions that exist in individuals can influence education and entrepreneurial intention among
every process to achieve the desired goals students. This study is expected to provide new
(Ramadani & Lestari, 2022). Yasir et al. (2022) insights into strategies for developing
say that entrepreneurial passion is a positive entrepreneurial education in Indonesia, thereby
emotion that can increase confidence in facing creating a young generation that is ready to
various business problems, taking advantage innovate and contribute to the national
of existing opportunities, and stimulating the economy.
creation of ideas in business practice. The problem-solving approach in this
Suaidy and Lewenussa in Azizah study is carried out through the utilization of
(2018) explain that with the emergence of an entrepreneurial education development
entrepreneurial mindset, students can become integrated with technological developments and
entrepreneurs who will work hard to create many entrepreneurial literacy among students in
new innovations and open up profitable Indonesia. Entrepreneurial education is
opportunities. Individuals with an considered capable of increasing students'
entrepreneurial mindset understand that knowledge, skills, and understanding in
entrepreneurship is an ongoing process that recognizing business opportunities and facing
requires continuous adaptation and learning (Li entrepreneurial challenges. In this context, the
et al., 2023). Furthermore, a study by mediating variables of entrepreneurial passion
Sulistyowati (2023) explains that an and entrepreneurial mindset become important
entrepreneurial mindset is a way of thinking links between entrepreneurial education and
possessed by entrepreneurs who have entrepreneurial intention. Entrepreneurial
characteristics such as simple thinking, thinking passion can motivate students to be more
about new things, being action-oriented, and the enthusiastic and confident in developing
ability to analyze opportunities. An business ideas, while entrepreneurial mindset
entrepreneurial mindset is also an important plays a role in shaping an innovative mindset
factor that can bring out the spirit, motivation, that is adaptive to changes and entrepreneurial
and behavior of entrepreneurship and can shape challenges.
students' attitudes and intentions to become Through this approach, it is hoped that
this study can provide empirical evidence effective and adaptive entrepreneurial education
regarding the importance of entrepreneurial in Indonesian higher education.
education that is designed to be integrated with
the strengthening of entrepreneurial passion and Underpinning Theory
mindset. This not only has an impact on Entrepreneurial Education
increasing students' intention to become Entrepreneurial education is a
entrepreneurs, but also encourages them to structured learning process that aims to develop
become agents of change who are capable of students’ knowledge, skills, attitudes, and
creating innovation in various economic sectors. competencies related to entrepreneurship.
In addition, this study also aims to contribute to According to Human Capital Theory (Becker,
the development of higher education policies 1993), education is an investment that increases
that are more adaptive in supporting individual capability and productivity. Within
entrepreneurial literacy and encouraging the field of entrepreneurship, this means that
innovation-based creative economic growth learning experiences, whether formal or
among Indonesian students. informal, can significantly enhance an
Previous studies have shown that individual’s ability to identify opportunities,
entrepreneurial education has a positive evaluate risks, make decisions, and manage
influence on entrepreneurial intention, where business activities effectively.
entrepreneurial education is considered one In higher education institutions,
of the main factors in building students' entrepreneurial education commonly adopts
intention to start a business (Sari & Susilowati, experiential and action based learning strategies
2022). However, most studies still focus on the such as project based assignments, business
direct relationship between entrepreneurial simulations, case discussions, mentoring
education and entrepreneurial intention, programs, and interactions with practitioners.
without considering the role of emotional These activities strengthen both cognitive
factors such as entrepreneurial passion and competencies such as analytical thinking and
cognitive factors such as entrepreneurial opportunity recognition and non cognitive
mindset as mediating variables. In addition, attributes such as creativity, resilience, self
much of the previous research was conducted efficacy, and adaptability.
outside the Indonesian context, leaving a Scholars emphasize that
research gap in understanding how these factors entrepreneurial education does not merely
work in the context of Indonesian students, who transmit knowledge but also reshapes
face different challenges and dynamics. psychological structures that support
The novelty of this study lies in the entrepreneurial behavior. The curriculum helps
integration of entrepreneurial passion and students internalize entrepreneurial values,
entrepreneurial mindset as mediating variables develop proactive attitudes, and stimulate
in the relationship between entrepreneurial motivation to engage in entrepreneurship. As a
education and entrepreneurial intention. This result, entrepreneurial education is expected to
approach offers a new perspective for influence entrepreneurial intention directly and
understanding the complex mechanisms in indirectly through psychological mechanisms
building entrepreneurial intention among such as passion and mindset.
students. In the Indonesian context, this research Entrepreneurial Passion
is relevant and urgent because it can provide Entrepreneurial passion is a strong,
insights into how entrepreneurial education positive, and enduring emotional attachment to
programs in higher education can be designed to entrepreneurial activities that individuals
not only improve technical skills but also build consider personally meaningful. This concept is
strong entrepreneurial passion and mindset. The grounded in Affective Events Theory (Weiss
findings from this study are expected to make a and Cropanzano, 1996), which proposes that
significant contribution, both theoretically and emotional reactions arising from significant
practically, to the development of more experiences shape an individual’s motivation
and behavior. When students participate in
entrepreneurship courses that provide A well developed entrepreneurial
stimulating experiences such as successful mindset enhances perceived behavioral control,
project outcomes, creative problem solving, which is a central component in the Theory of
inspirational interactions with entrepreneurs, or Planned Behavior. Individuals with this mindset
hands on activities, these events may trigger tend to believe that they can handle
emotional engagement that develops into entrepreneurial challenges and uncertainties. As
passion. a result, the mindset acts as a cognitive
Passion functions as a motivational mechanism that links knowledge gained from
force that enhances persistence, creativity, and entrepreneurial education with the formation of
resilience, which are essential for managing the entrepreneurial intention.
uncertainty associated with entrepreneurship. Entrepreneurial Intention
Individuals with high entrepreneurial passion Entrepreneurial intention represents a
tend to exhibit stronger intrinsic motivation, a conscious and deliberate decision to start a new
deeper level of cognitive engagement, and a business in the future. This construct is primarily
greater commitment to achieving explained by the Theory of Planned Behavior
entrepreneurial goals. Research suggests that proposed by Ajzen (1991). The theory states that
passion increases perseverance in challenging intention is influenced by three key
situations and stimulates innovative thinking. determinants. The first determinant is the
Within entrepreneurial education, individual’s attitude toward entrepreneurship.
passion acts as an affective pathway through The second determinant is subjective norms or
which learning experiences are transformed into perceived social support. The third determinant
goal oriented behavior. Learning environments is perceived behavioral control or the belief in
that are engaging and aligned with students’ one’s capability to carry out entrepreneurial
values are more likely to foster strong tasks.
entrepreneurial passion. Therefore, passion is Entrepreneurial education contributes
often conceptualized as a mediator linking to shaping these determinants by improving
entrepreneurial education and entrepreneurial knowledge, building confidence, providing role
intention. models, and exposing students to entrepreneurial
Entrepreneurial Mindset experiences. Entrepreneurial passion influences
An entrepreneurial mindset is a intention through emotional motivation.
cognitive orientation that allows individuals to Entrepreneurial mindset contributes through
identify opportunities, innovate, adapt to cognitive readiness and the belief that the
change, and make proactive decisions in individual is capable of acting entrepreneurially.
uncertain conditions. Based on Cognitive Entrepreneurial intention is widely
Theory (Mitchell et al., 2002), mindset results considered the strongest predictor of actual
from the development of mental schemas shaped entrepreneurial behavior. Therefore, it is
by learning, knowledge, and experience. These important to understand how variables such as
schemas guide how individuals interpret their education, passion, and mindset work together to
environment and decide on appropriate actions. shape the intention to pursue entrepreneurship.
Entrepreneurial education plays a
critical role in shaping these cognitive Method
structures. Learning experiences involving Based on the research design regarding
opportunity identification, problem solving, Entrepreneurial Education as a Determining
strategic decision making, and experimentation Factor of Entrepreneurial Intention: The Role of
strengthen students’ cognitive readiness. The Entrepreneurial Passion and Entrepreneurial
entrepreneurial mindset includes traits such as Mindset as Mediators Among Students in
opportunity alertness, tolerance for ambiguity, Indonesia, this study uses a quantitative
creativity, internal locus of control, and approach, with descriptive and explanatory
proactive thinking. research types that seek to explain the
relationship between the research variables,
namely the influence of (X) Entrepreneurial
Education, (Z1) Entrepreneurial Passion, (Z2) Entrepreneurial Intention. The following is the
Entrepreneurial Mindset, and (Y) research design:

H6

Entrepreneurial
H2 Passion (Z1 ) H4

Entrepreneurial H1 Entrepreneurial
Education (X) Intention (Y)

Entrepreneurial
H3 Mindset (Z 2 ) H5

H7

Figure 1. Research Design

Source: Processed by the researcher, 2025
This research will be conducted from This study used purposive sampling as
January 2025 to December 2025. The research will the data collection technique with certain criteria,
be conducted by strengthening the source of including students who had taken
the problem and searching for literature and Entrepreneurship courses. Based on the criteria
comparing previous studies on the research described above, the number of samples in this
variables. Then the research will begin with data study was determined to be 278. Data collection
collection. Data collection will be carried out by in this study was conducted using a
the researcher distributing questionnaires online questionnaire instrument in the form of a written
through Google Forms to describe and analyze list of questions regarding the influence of (X)
the related variables. This questionnaire uses a Entrepreneurial Education, (Z1)
Likert scale rating of 1-5. Entrepreneurial Passion, (Z2) Entrepreneurial
The population of this study was Mindset, and (Y) Entrepreneurial Intention.
undergraduate students majoring in economics Data analysis used Structural Equation
and business in Indonesia. The universities Modeling (SEM)-PLS. The SEM calculation
included in the population of this study were tool used in this study was Smart-PLS 3.0.
Medan State University (UNIMED), Padang
State University (UNP), Jakarta State University Data Analysis Process and Research Model
(UNJ), Indonesia University of Education (UPI), Testing
Yogyakarta State University (UNY), Semarang As described in the research method,
State University (UNNES), Surabaya State this study uses PLS-SEM to test the
University (UNESA), Malang State University simultaneous relationships between variables
(UM), Nusa Cendana University (UNDANA), Entrepreneurial Education, Entrepreneurial
Ganesha Education University (UNDIKSHA), Passion, Entrepreneurial Mindset, and
and Manado State University (UNIMA). The Entrepreneurial Intention. PLS-SEM analysis
research sample consists of undergraduate steps refer to the procedures developed by Chin
students majoring in Economics Education who (1999) and Hair et al. (2013, 2020), which
have taken Entrepreneurship Courses. include: (1) evaluation of the measurement
model (outer model); (2) evaluation of the construct indicator. The rule of thumb used in
structural model (inner model), (3) goodness of this study refers to a factor loading value > 0.70.
fit, and (4) hypothesis testing. The discriminant validity test is related to the
principle that different manifest construct
Evaluation of the Measurement Model variables should not be highly correlated. The
(Outer Model) way to measure discriminant validity is to see
The evaluation of the outer model aims that the cross loading value for each variable
to assess the validity and reliability of the model. must be > 0.70. Furthermore, the AVE (average
The convergent validity test of reflective variance extracted) value must be > 0.5.
indicators using the SmartPLS 3.0 program can Conversely, if the AVE value is < 0.5, then it
be seen from the factor loading value for each does not meet convergent validity.
construct with indicator X3 (0.885), while the
lowest value is in the Entrepreneurial Passion
construct with indicator Z1.8 (0.747). All values
Table 1. Outer Model Estimation
Construct Item λ α CR AVE
Entrepreneurial X1 0,877 0,934 0,948 0,752
Education (X) X2 0,850
X3 0,885
X4 0,865
X5 0,850
X6 0,875
Entrepreneurial Z1.1 0,761 0,918 0,933 0,636
Passion (Z1) Z1.2 0,835
Z1.3 0,815
Z1.4 0,839
Z1.5 0,799
Z1.6 0,786
Z1.7 0,795
Z1.8 0,747
Entrepreneurial Z2.1 0,841 0,909 0,929 0,687
Mindset (Z2) Z2.2 0,851
Z2.3 0,824
Z2.4 0,846
Z2.5 0,846
Z2.6 0,763
Entrepreneurial Y1 0,813 0,937 0,948 0,696
Intention (Y) Y2 0,836
Y3 0,862
Y4 0,874
Y5 0,852
Y6 0,860
Y7 0,761
Y8 0,810
Source: processed by researcher, 2025
still meet the minimum criteria set.
Based on Table 3.2.1, it can be All constructs have AVE values > 0.5:
concluded that all variables meet the convergent Entrepreneurial Education (0.752),
validity criteria because all indicators have a Entrepreneurial Intention (0.696),
factor loading > 0.70. The highest factor loading Entrepreneurial Mindset (0.687), and
value is found in the Entrepreneurial Education Entrepreneurial Passion (0.636). These results
confirm that each construct is able to explain AVE of 0.834, Entrepreneurial Mindset of
more than half of the variance of its indicators. 0.829, and Entrepreneurial Passion of 0.798.
In addition, all constructs also show good These results indicate that all constructs meet
reliability with a Composite Reliability the Fornell- Larcker criteria, which means that
value>0.70: Entrepreneurial Education (0.948), the constructs in this study have good
Entrepreneurial Intention (0.948), discriminant validity. Thus, each construct can
Entrepreneurial Mindset (0.929), and be clearly distinguished from the other
Entrepreneurial Passion (0.933). Cronbach's constructs, thereby supporting the validity of the
Alpha values also showed good internal research model.
consistency with a range of 0.909-0.937. After evaluating the measurement
Furthermore, the discriminant validity model or outer model, the next step is to evaluate
test using the Fornell-Larcker criteria shows that the structural model or inner model, as described
the square root of AVE for each construct is in the research method.
greater than the correlation of that construct with
other constructs, confirming that each construct Table 3. Coefficient of Determination (R2)
has a uniqueness that is different from other R
R Square
constructs. Squa
Adjusted
re
Table 2. Fornell-Larcker Criteria Entrepreneurial
0.436 0.426
Entrepreneurial EntrepreneurialIntention (Y)
Entrepreneurial Entrepreneurial X>Z1 X>Z2
Education (X) Intention (Y) Entrepreneurial
Mindset (Z2) Passion (Z1)
0.511 0.509
Entrepreneurial Mindset (Z2)
0.867
Education (X) Entrepreneurial
0.756 0.755
Entrepreneurial Passion (Z1)
0.591 0.834
Intention (Y) Source: Processed by researcher, 2025
Entrepreneurial
0.715 0.600 0.829
According to Ghozali and Latan
Mindset (Z2)
(2015), the size of R2 indicates the magnitude of
Entrepreneurial
0.869 0.639 0.858 of exogenous0.798
the influence variables on
Passion (Z1)
endogenous variables. If the value of R2is 0.75,
X>Z1 -0.255 -0.273 -0.248 -0.261 1.000
0.50, and 0.25, it can be concluded that the
X>Z2 -0.220 -0.244 model is-0.223strong, moderate, -0.253
and weak, 0.939 1.000
Source: Processed by researcher, 2025 respectively. The analysis results show that the
R² value for Entrepreneurial Intention is 0.436
Table 3.2.2 shows the discriminant
(R² adjusted = 0.426), indicating that 43.6% of
validity analysis comparing the AVE square
the variance in entrepreneurial intention can be
root values of each construct with the
explained by the constructs in this research
correlations between constructs in the study.
model. This value falls into the moderate
The diagonal values indicate the AVE square
category according to the criteria of Hair et al.
root of each construct, while the off-diagonal
(2020), indicating that the model has adequate
values indicate the correlations between
predictive power but there is still 56.4% of
constructs. The analysis results show that the
variance explained by factors outside the model.
AVE square root value for each construct is
For the Entrepreneurial Mindset
greater than the correlation value between other
construct, the R² value obtained was 0.511 (R²
constructs. The AVE square root value for
adjusted = 0.509), indicating that
Entrepreneurial Education is 0.867, which is
entrepreneurial education was able to explain
greater than its correlation with Entrepreneurial
51.1% of the variance in the formation of
Intention (0.591), Entrepreneurial Mindset
students' entrepreneurial mindset. This value
(0.715), and Entrepreneurial Passion (0.869).
indicates good predictive ability, where more
Similarly, for other constructs, namely
than half of the variability in entrepreneurial
Entrepreneurial Intention with a square root
mindset can be predicted through the
entrepreneurial education received by students. education has a very dominant influence in
Meanwhile, the Entrepreneurial arousing entrepreneurial passion in students.
Passion construct has the highest R² value of This shows that well-designed entrepreneurial
0.756 (adjusted R² = 0.755), indicating that education programs can effectively foster
entrepreneurial education can explain 75.6% of students' enthusiasm and love for
the variance in entrepreneurial passion. This entrepreneurial activities.
high R² value indicates that entrepreneurial

Hypothesis Testing

Figure 2. Results of the research model hypothesis testing

Source: SmartPLS data processing results, 2025

Table 4. Hypothesis Testing

Original T Statistics P Values Decision
Sample (O) (O/STDEV)
H1 Entrepreneurial
Education (X) ->
Not
Entrepreneurial 0.150 1.349 0.178
significant
Intention (Y)

H2 Entrepreneurial
Education (X) -> Highly
Entrepreneurial 0.869 40.745 0.000
significant
Passion (Z1)

H3 Entrepreneurial
Education (X) -> Highly
0.715 14.449 0.000
Entrepreneurial significant
Mindset (Z2)
H4 Entrepreneurial
Passion (Z1) ->
Entrepreneurial 0.311 2.553 0.011 Significant
Intention (Y)
 H5 Entrepreneurial
Mindset (Z2) -> Not
Entrepreneurial 0.199 1.658 0.098
significant
Intention (Y)

H6 X>Z1 ->
Entrepreneurial -0.097 0.729 0.466
Not
Intention (Y) significant

H7 X>Z2 ->
Not
Entrepreneurial 0.046 0.327 0.744
significant
Intention (Y)
Source: Processed by researcher, 2025

Hypothesis testing was conducted by H4: Entrepreneurial Passion influences

analyzing the original sample values (path Entrepreneurial Intention
coefficients), t-statistics, and p-values at a 5% The results show a path coefficient of
significance level (α = 0.05). The criteria for 0.311, a t-statistic of 2.553, and a p-value of
hypothesis acceptance are t-statistics > 1.96 and 0.011, indicating that H4 is accepted at the 5%
p-value < 0.05 for a 95% confidence level. significance level. Entrepreneurial passion has a
H1: Entrepreneurial Education influences positive and significant effect on entrepreneurial
Entrepreneurial Intention intention, although the strength of the effect is
The results show a path coefficient of moderate. This confirms the important role of
0.150, a t-statistic of 1.349, and a p-value of passion as a driving force in the formation of
0.178. Since the t-statistic < 1.96 and the p-value entrepreneurial intention.
> 0.05, H1 is rejected. This indicates that H5: Entrepreneurial Mindset influences
entrepreneurial education does not have a Entrepreneurial Intention
significant effect on students’ entrepreneurial The results show a path coefficient of
intention. Although the relationship is positive, 0.199, a t-statistic of 1.658, and a p-value of
the effect is not strong enough to meet the 0.098. Since the t-statistic < 1.96 and the p-value
required significance level. > 0.05, H5 is rejected. Entrepreneurial mindset
H2: Entrepreneurial Education influences does not have a significant effect on
Entrepreneurial Passion entrepreneurial intention, even though the
The results show a path coefficient of relationship is positive. This finding indicates
0.869, a t-statistic of 40.745, and a p-value of that mindset alone is not sufficient to build
0.000, indicating that H2 is accepted with a very strong entrepreneurial intention.
high level of significance (p < 0.001). This H6: Entrepreneurial Education influences
demonstrates that entrepreneurial education has Entrepreneurial Intention mediated by
a very strong and positive influence on students’ Entrepreneurial Passion
entrepreneurial passion. The path coefficient, The results show a path coefficient of –
which is close to 0.9, suggests that almost 87% 0.097, a t-statistic of 0.729, and a p-value of
of the variation in entrepreneurial passion can be 0.466, indicating that H6 is rejected.
explained by entrepreneurial education. Entrepreneurial passion does not mediate the
H3: Entrepreneurial Education influences relationship between entrepreneurial education
Entrepreneurial Mindset and entrepreneurial intention. The negative
The test results show a path coefficient coefficient suggests a suppression effect in this
of 0.715, a t-statistic of 14.449, and a p-value of mediation pathway.
0.000, indicating that H3 is accepted at a very H7: Entrepreneurial Education influences
high significance level. Entrepreneurial Entrepreneurial Intention mediated by
education is proven to have a positive and Entrepreneurial Mindset
significant effect on students’ entrepreneurial The results show a path coefficient of
mindset. The high coefficient reflects that 0.046, a t-statistic of 0.327, and a p-value of
entrepreneurship education effectively shapes 0.744, indicating that H7 is rejected.
students’ entrepreneurial thinking patterns. Entrepreneurial mindset does not mediate the
relationship between entrepreneurial education
and entrepreneurial intention. The very small importance of curriculum design that not only
and insignificant coefficient shows that the delivers knowledge but also cultivates
mediation pathway through mindset does not motivation and emotional engagement in
contribute meaningfully to the research model. entrepreneurship.
Effect of Entrepreneurial Education on
Results & Discussion Entrepreneurial Mindset
Effect of Entrepreneurial Education on Entrepreneurial education has a highly
Entrepreneurial Intention significant effect on entrepreneurial mindset (β
The findings show that entrepreneurial = 0.715; p < 0.001). This result is consistent with
education does not have a significant effect on literature highlighting the important role of
entrepreneurial intention (β = 0.150; p = 0.178). education in shaping entrepreneurial thinking
This result contradicts much of the existing (Li et al., 2023; Sulistyowati, 2023). The
literature, which generally reports a positive findings indicate that entrepreneurship
relationship between entrepreneurship education education effectively develops innovative,
and entrepreneurial intention (Sari & Susilowati, adaptive, and opportunity-oriented thinking
2022). Several perspectives may explain this patterns. Students who participate in
outcome. First, entrepreneurship education at entrepreneurship courses tend to develop a
the university level may still be largely mindset that is more open to risk, more creative
theoretical and may not provide sufficient in problem-solving, and more capable of
practical experience to build strong recognizing opportunities amid challenges. The
entrepreneurial intention. Second, students may strong impact suggests that entrepreneurship
need more time to internalize entrepreneurial education does not merely transfer knowledge
knowledge before it translates into concrete but successfully shifts students’ thinking
intentions to start a business. Third, contextual paradigms to become more entrepreneurial. This
factors such as economic conditions, family is crucial because entrepreneurial mindset serves
support, and social environment may play a as the foundation for entrepreneurial behavior
more dominant role in shaping entrepreneurial and action.
intention compared to formal education. These Effect of Entrepreneurial Passion on
findings highlight the need for a comprehensive Entrepreneurial Intention
evaluation of entrepreneurship curricula and Entrepreneurial passion significantly
teaching methods in higher education. influences entrepreneurial intention (β = 0.311;
Entrepreneurship education should emphasize p = 0.011). This finding supports prior theories
practical components, experiential learning, and by Cardon et al. (2009) and Yasir et al. (2022),
the development of applicable entrepreneurial which emphasize passion as a strong driving
skills. force behind entrepreneurial intention. Students
Effect of Entrepreneurial Education on with higher entrepreneurial passion tend to have
Entrepreneurial Passion stronger intentions to start a business. Passion
Entrepreneurial education has a very provides the emotional energy needed to
strong and significant effect on entrepreneurial overcome obstacles and uncertainties inherent in
passion (β = 0.869; p < 0.001). This finding entrepreneurial processes. Individuals with
aligns with Cardon et al. (2009), who argue that strong passion are more motivated to take risks
entrepreneurial passion can be developed and face the challenges necessary to start a
through appropriate learning processes. The venture. Although significant, the moderate
very strong influence suggests that effect (β = 0.311) indicates that passion alone is
entrepreneurship education effectively not sufficient to shape strong entrepreneurial
stimulates positive emotions, enthusiasm, and intention. Additional factors such as
students’ affection toward entrepreneurial environmental support, access to resources, and
activities. Learning about opportunity confidence in entrepreneurial abilities are also
identification, innovation, and business required.
development inspires students to develop deeper Effect of Entrepreneurial Mindset on
entrepreneurial passion. The high R² value Entrepreneurial Intention
(0.756) indicates that entrepreneurial education Entrepreneurial mindset does not have
is a dominant factor shaping students’ a significant effect on entrepreneurial intention
entrepreneurial passion. This confirms the (β = 0.199; p = 0.098). This result is unexpected,
as existing theories often emphasize
entrepreneurial mindset as a key precursor to Conclusion
entrepreneurial intention (Primandaru & Based on the data analysis and discussion
Adriyani, 2019). Several explanations may of the research findings regarding the influence
account for this outcome. First, mindset may be of entrepreneurial education on entrepreneurial
a necessary but not sufficient condition to form intention with the mediating roles of
entrepreneurial intention; students may have an entrepreneurial passion and entrepreneurial
entrepreneurial mindset but still require other mindset among university students across
supporting factors, such as social support, Indonesia, several key conclusions can be
capital access, or practical experience to develop drawn:
concrete intention. Second, the measurement of Entrepreneurial education does not have
entrepreneurial mindset in this study may focus a direct and significant influence on students’
more on cognitive aspects, while entrepreneurial entrepreneurial intention. This finding indicates
intention may be more strongly influenced by that entrepreneurship education offered in
affective aspects or more specific behavioral higher education institutions has not been able to
components. Third, in the student context, directly encourage the formation of concrete
entrepreneurial mindset may still be in a entrepreneurial intentions. It highlights the need
developmental stage and not yet mature enough for an evaluation of entrepreneurship curriculum
to translate into concrete intention. Students may design and teaching methods to ensure stronger
need more intensive exposure or practical alignment with the development of
experience to convert mindset into intention. entrepreneurial intention.
Mediating Role of Entrepreneurial Passion Entrepreneurial education is proven to be
The results indicate that entrepreneurial highly effective in shaping both entrepreneurial
passion does not mediate the relationship passion and entrepreneurial mindset. The
between entrepreneurial education and entrepreneurship learning process successfully
entrepreneurial intention (β = –0.097; p = stimulates enthusiasm and emotional
0.466). Although entrepreneurial education engagement with entrepreneurial activities,
strongly influences passion, and passion while also developing innovative and adaptive
significantly affects intention, the indirect thinking patterns. These findings confirm that
pathway is not significant. The negative and entrepreneurship education programs are
insignificant mediation coefficient suggests a capable of building the essential psychological
suppression effect, where the direct effect of foundations required for entrepreneurial
entrepreneurial education on intention becomes character development.
weaker when mediated by passion. This may The emotional aspect in the form of
occur because extremely high passion, if not entrepreneurial passion plays a more significant
balanced with rational considerations, may lead role than the cognitive aspect in forming
individuals to be more cautious in forming entrepreneurial intention. Passion provides
realistic entrepreneurial intentions. motivational energy and emotional drive needed
Mediating Role of Entrepreneurial Mindset to overcome obstacles and uncertainties inherent
The results show that entrepreneurial in entrepreneurship, whereas mindset alone is
mindset also does not mediate the relationship insufficient to generate concrete entrepreneurial
between entrepreneurial education and intention. Neither entrepreneurial passion nor
entrepreneurial intention (β = 0.046; p = 0.744). entrepreneurial mindset mediates the
Although entrepreneurial education strongly relationship between entrepreneurial education
influences mindset, the mindset does not and entrepreneurial intention. Although
significantly influence intention, resulting in an entrepreneurship education effectively develops
insignificant mediation effect. This finding both passion and mindset, these factors are not
confirms that while entrepreneurial mindset is able to bridge the relationship between
important, it does not automatically translate education and intention. This indicates a gap
into entrepreneurial intention. Additional between the development of entrepreneurial
bridging factors such as self-efficacy, perceived characteristics and their translation into concrete
behavioral control, or social support may be entrepreneurial intention.
necessary to connect mindset with intention Overall, the study reveals the complex
more effectively. nature of the relationship between
entrepreneurial education and entrepreneurial innovative and competitive young entrepreneurs
intention, which cannot be fully explained at the global level.
through traditional mediation pathways. These
findings make a meaningful contribution to the Declarations
development of entrepreneurship education Funding
theory and emphasize the need for a more This research was funded by a research
holistic and action-oriented approach in grant from the Faculty of Economics and
designing entrepreneurship education programs Business, Universitas Negeri Surabaya. The
in Indonesia. authors acknowledge the financial support that
Based on the findings and conclusions of enabled the completion of this research.
this study, several recommendations can be
proposed for future research and educational Competing interests
practice. Future studies are encouraged to The authors declare that they have no
explore alternative mediating variables such as competing interests. No financial or non-
entrepreneurial self-efficacy, perceived financial interests are directly or indirectly
behavioral control, or social support, as these related to the work submitted for publication.
factors may serve as more effective bridging
mechanisms between entrepreneurial education Clinical Trial Number
and entrepreneurial intention. Employing Clinical trial number not applicable
longitudinal research designs may also deepen
understanding of how entrepreneurial intention Ethics, Consent to Participate, and Consent
evolves over time. Additionally, adopting a to Publish
mixed-methods approach that combines This research was conducted in
quantitative analysis with qualitative insights is accordance with the ethical guidelines and
recommended to better capture the regulations of the Research Ethics Committee at
psychological processes underlying the Lembaga Penelitian dan Pengabdian Kepada
formation of entrepreneurial intention. Further Masyarakat (LPPM) Universitas Negeri
development of more comprehensive Surabaya.
measurement instruments for assessing the Ethical clearance for this study was
quality and effectiveness of entrepreneurial obtained from the Research Ethics Committee of
education is also needed, including pedagogical Universitas Negeri Surabaya (approval number:
components, institutional context, and B/179350/UN38.16/TU.00.09/2025, dated
experiential learning quality. December 22, 2025).
From a practical perspective, higher Informed consent to participate in this
education institutions are advised to redesign study was obtained from all participants. All
their entrepreneurship curricula using action- participants were provided with detailed
oriented and experiential learning approaches. information about the study's purpose,
Integrating theoretical knowledge with practical procedures, potential risks, and benefits before
activities such as business incubation programs, agreeing to participate. Participation was
mentorship schemes, and project-based learning voluntary, and participants had the right to
can help translate entrepreneurial passion and withdraw at any time without penalty.
mindset into concrete entrepreneurial behavior. Not Applicable for consent to publish.
Future research is also encouraged to examine This study does not contain any individual
contextual factors such as family support, social person's data in any form, including individual
norms, access to resources, and broader details, images, or videos.
economic conditions, as these elements may
influence how entrepreneurship education Authors' contributions
shapes entrepreneurial intention. Developing R.S: Conceptualization, methodology
integrative models that combine individual, design, systematic review protocol
social, and structural factors may provide a more development, data extraction, quality
holistic understanding. Implementing these assessment, meta-analysis, bibliometric
recommendations is expected to support the analysis, manuscript writing, and revision.
improvement of entrepreneurship education in D.Y.R: Literature search strategy, screening
Indonesia and contribute to the emergence of process, data validation, statistical analysis
support, and manuscript review. M.E.R: Data digital entrepreneurship: A systematic
extraction, quality assessment, thematic literature review and research agenda.
analysis, and manuscript editing. M.I.P: European Journal of Innovation
Bibliometric analysis, network visualization, Management, 28(2), 234-259.
temporal analysis, and results interpretation. Audretsch, D. B., Rocha, H., Aggarwal, S., &
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interpretation, discussion development, and ecosystems foster sustainable
manuscript review. D.M: Literature screening,
development? International
data management, reference formatting, and
Entrepreneurship and Management
technical support. All authors read and approved
Journal, 20(1), 15-38.
the final manuscript.
Bakry, D. S., Daim, T., Dabic, M., & Yesilada,
Data Availability B. (2024). An evaluation of the
The datasets used and analyzed during effectiveness of innovation ecosystems in
the current study are available from the facilitating the adoption of sustainable
corresponding author upon reasonable request. entrepreneurship. Journal of Small
Due to ethical considerations and privacy Business Management, 62(3), 1124-1158.
regulations, the raw data supporting the findings Begum, Y., Sahoo, C. K., & Rahman, M. (2024).
of this study are not publicly available but can MSMEs and economic growth: Fostering
be obtained from the corresponding author with an entrepreneurial ecosystem in
appropriate justification and institutional Bangladesh for sustainable development.
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