Linking Students’ Green Entrepreneurial Self-Efficacy to Green Entrepreneurial Intentions: The Moderating Role of Higher Education Institution Green Entrepreneurial Support

Abstract

Understanding the antecedents of students' green entrepreneurial intentions is increasingly critical amid mounting environmental challenges and the urgent pursuit of sustainable development. This study examines the moderating role of higher education institution green entrepreneurial support in the relationship between students' green entrepreneurial self-efficacy and their intentions to engage in environmentally friendly ventures. Employing a survey approach, data were collected from 200 students across various private higher education institutions in Indonesia and analyzed using Hayes' PROCESS Macro on SPSS 26. The findings indicate that students' green entrepreneurial self-efficacy significantly enhances their green entrepreneurial intentions. More importantly, the support provided by higher education institutions serves to reinforce this positive relationship, acting as a catalyst that strengthens the translation of personal confidence into entrepreneurial action. This study enriches the green entrepreneurship literature by extending social cognitive theory to the under-researched Indonesian context, demonstrating that personal cognition alone is insufficient without a supportive institutional environment. Practically, the findings urge higher education institutions to proactively invest in green curricula, incubators, and industry partnerships to nurture the next generation of eco-preneurs. These insights offer a strategic pathway for higher education institutions to become key drivers of environmental sustainability through entrepreneurial education.