Analyzing the Effect of Digital Literacy, Entrepreneurial Education, and Perceived Social Support on Entrepreneurial Career Intentions: Mediating Role of Self-Efficacy

Abstract

Purpose: This study examines the factors impacting ECI (Entrepreneurial Career Intention) among university students in Quetta, Pakistan, with particular focus on digital literacy, entrepreneurial education, perceived social support, and their inter-relationship. They also examine whether self-efficacy mediates these relationships.

Methodology: Using a structured questionnaire, a quantitative research design was conducted, and data were collected from 277 students studying in universities and colleges in Quetta. The data were assessed using Partial Least Squares Structural Equation Modeling (PLS-SEM) with SmartPLS4.1.1.

Results: Digital literacy, Entrepreneurial education, and perceived social support have positive and significant effects on entrepreneurial career intention. The strongest predictor was digital literacy. Moreover, the relationship between digital literacy, entrepreneurial education, perceived social support, and ECI is significantly mediated by self-efficacy. Thus, student confidence plays a critical role.

Originality/work value: This study adds to the literature through the incorporation of technological, educational, social support, and psychological factors into one framework in the context of a developing country like Pakistan. This industry insight led to exploring digital skills and social support of current and potential students to foster venture creation intentions from the Global South.