Entrepreneurship education and entrepreneurial intention: mediating effects of technical skills, technological advancement, and entrepreneurial mindset

Purpose This study examines how entrepreneurship education shapes students' entrepreneurial intention, with technical skills, technological advancement, and mindset acting as mediators. The aim is to understand how educational experiences translate into real entrepreneurial motivation among university students in India. Design/methodology/approach A quantitative research design was employed, collecting data from 420 university students across India. Partial Least Squares Structural Equation Modeling (PLS-SEM) using SmartPLS 4.0 was applied to analyze both direct and indirect relationships between entrepreneurship education and entrepreneurial intention through the proposed mediators. Findings The results confirm that entrepreneurship education has a significant positive effect on entrepreneurial intention. Technical skills and technological advancement were found to partially mediate this relationship, indicating that hands-on skills and digital awareness help translate educational input into intention. Although entrepreneurship education positively impacts entrepreneurial mindset, this mindset alone did not show a significant influence on entrepreneurial intention, suggesting that mindset must be complemented by tangible skills and tools to effectively inspire entrepreneurial action. Originality/value This study offers a comprehensive empirical model that captures how diverse learning outcomes interact to shape entrepreneurial intention. By highlighting the roles of skill development and technological awareness, it provides meaningful direction for educators and policymakers seeking to enhance entrepreneurship education programs and produce innovation-ready graduates.