Entrepreneurial education, social norms, and self-efficacy: Explaining entrepreneurial intention and behavior among Italian university students

Entrepreneurship has become increasingly important within higher education systems as universities are expected to support innovation, employability, and new venture creation among young adults. Against this background, the present study explores the relationships between entrepreneurial education, subjective norms, entrepreneurial self-efficacy, entrepreneurial intention, and entrepreneurial behavior among Italian university students. Drawing on the Theory of Planned Behavior and Social Cognitive Theory, the research examines how educational experiences and social influence contribute to entrepreneurial engagement. Data collected from 278 students enrolled in Italian universities were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The results show that both entrepreneurial education and subjective norms strengthen entrepreneurial self-efficacy and entrepreneurial intention, while entrepreneurial intention significantly predicts entrepreneurial behavior. The findings also suggest that self-efficacy plays an important mediating role in translating educational and social influences into entrepreneurial motivation. Overall, the study underlines the importance of creating supportive and practice-oriented learning environments capable of encouraging entrepreneurial engagement within the Italian higher education context.