Unveiling Green Entrepreneurial Intentions and Behaviour Among Saudi Arabian Youth: Insights and Implications

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A survey was conducted with 441 students from the Universities in the Kingdom of Saudi Arabia, and the data were analysed using SmartPLS-3.3.2. Several hypotheses were tested. Firstly, a positive and significant relationship was found between commitment to environmental causes (CTE) and green entrepreneurial intention (GEI), aligning with prior research. This underscores the influence of personal beliefs and values on driving individuals towards green entrepreneurial activities. Secondly, entrepreneurial motivation (EM) demonstrated a positive and significant relationship with GEI, emphasizing the importance of individual motivation in fostering intentions toward green entrepreneurship. Thirdly, university entrepreneurship support (UES) showed insufficient evidence to establish a significant relationship with GEI, suggesting a potential gap in university support for green entrepreneurship initiatives. Similarly, entrepreneurship education (EE) did not exhibit a statistically significant impact on GEI, highlighting the need for enhanced incorporation of environmental issues in educational programs to inspire GEI. Furthermore, the study emphasizes the significance of promoting green consumption among university students, who possess significant potential to drive positive change in consumption habits. Lastly, a strong and highly significant relationship was observed between GEI and green entrepreneurial behaviour (GEB), emphasizing the pivotal role of intentions in translating into concrete actions. Overall, the findings contribute to understanding the dynamics of GEI and behaviour among Saudi Arabian youth, suggesting avenues for policy interventions and future research directions in fostering sustainable entrepreneurship. Commitment to the environment (CTE) Entrepreneurial motivation (EM) University entrepreneurial support (UES) Entrepreneurial education (EE) Green consumption commitment (GCC) Green entrepreneurial intention (GEI) green entrepreneurial intention (GEI) green entrepreneurial behaviour (GEB) Figures Figure 1 Introduction Environmental issues like climate change, global warming, and pollution have surged to the forefront of public concern in recent years. Therefore, it is evident that these environmental issues are created by the negative impact of human activities, whether at the individual or organizational level. Even though these activities by individuals or organizations have a negative impact on the environment, organizations may contribute more significantly than individuals to the creation of these issues. Therefore, there is an urgent call from experts and practitioners to address these phenomena. In response, green entrepreneurship has emerged as a crucial force in fostering a circular economy and promoting environmentally friendly practices at both individual and organizational levels. It encompasses a wide range of activities from developing renewable energy solutions to creating eco-friendly products and services. Moreover, green entrepreneurship plays a pivotal role in improving the economy, reducing unemployment rates, and contributing to the establishment of a sustainable, green-centric economy (Yi, 2021 ). It has the potential to effectively tackle environmental problems by integrating ecological, economic, and sustainable development principles (Demirel et al., 2019 ; Hall, Daneke, & Lenox, 2010 ; Li et al., 2023 ). By encouraging green practices, green entrepreneurship not only benefits businesses but also contributes to the overall well-being of society and the planet (Shepherd & Patzelt, 2011 ). Given its significance, it is imperative to explore the most influential factors that can affect green entrepreneurship behavior. However, only a few studies have endeavored to examine some factors regarding green entrepreneurship behavior. For instance, Li et al. ( 2023 ) revealed that Entrepreneurship Education (EE), perceived technological proficiency, and commitment to environmental causes are associated with increased levels of university support, EM, and GEB. However, they failed to address the significant role of investigating GEI. This study, therefore, focuses on examining GEI and its transformation into actual behaviors. However, this study overlooks the linkage between green intention and behaviors, focusing solely on the direct impact of these factors on green entrepreneurship. Furthermore, another study by Roy ( 2023 ), discovered significant positive effects on students' GEI from various aspects. These include attitude towards entrepreneurship, entrepreneurial knowledge, EM, personality traits, environmental values, commitment to the environment, and support from universities for green entrepreneurship. Yet, this study needs to examine whether the intention to be green can translate into actual behaviors, which this study aims to explore. Bogatyreva et al. ( 2019 ); Grinevich et al. ( 2019 ), endeavored to ascertain whether GEI seamlessly transitioned into GEB. However, intentions do not consistently translate into behavioral outcomes, resulting in the phenomenon known as the "intention-action" gap in entrepreneurship (Van Gelderen, Kautonen, & Fink, 2015 ; Yi, 2021 ). For instance, Shirokova, Osiyevskyy, & Bogatyreva ( 2016 ), found that entrepreneurial intentions explained only 30% of the variance in subsequent behavior, and there is a lack of recent findings, particularly on green entrepreneurship (Yi, 2021 ). Nonetheless, there remains an urgent need to examine individual-contextual factors further to explore the tight relationship between GEI and behaviors. (Yi, 2021 ). Hence, it is intriguing to identify the most critical factors that determine the transformation of GEI into actual entrepreneurial behaviors. Due to the significant impact of green entrepreneurship, many countries are paying close attention to it, encouraging and providing adequate facilities to entrepreneurs to foster green entrepreneurship. (Yi, 2021 ). Saudi Arabia (KSA), as one of the leading countries in combating climate change, has set an optimal vision to achieve net-zero emissions by 2060. This vision is explicitly outlined in the country's 2023 vision, where various initiatives are actively promoted to preserve the environment and promote green practices. Therefore, this study is dedicated to examining the crucial factors that determine GEI and how they translate into actual behaviors among university students in Saudi Arabia. Literature review and conceptual framework In the present competitive and entrepreneurship arena, the cultivation of GEI and the manifestation of GEB stand out as pivotal challenges confronting organizations today. (Abdelwahed et al., 2023 ; Hameed et al., 2021 ). Within higher education, the imperative to foster GEI and stimulate GEB is paramount for organizational fortification and the sustainability and resilience of businesses in an environmentally conscious era. (Li et al., 2023 ). The proactive embrace and cultivation of green entrepreneurship within academic institutions serve as a strategic shield for organizations and contribute substantially to the larger ecological and business ecosystem. In this regard, factors such as CTE, EM, UES, EE, and GCC are robust predictors of GEI and GEB, specifically among university students. With regard to CTE, it robustly enhances the GEI. Amankwah & Sesen ( 2021 ) explore the relationship between gender equality in the workplace GEI and employee conduct, providing insights into the factors that impact commitment within this setting. (Abdelwahed et al., 2023 ) posit that implementing green entrepreneurship can contribute to developing a more environmentally sustainable economy. Furthermore, their research suggests that this approach may also shed light on distinctive cultural elements that influence the relationship between individuals' commitment and their corresponding behaviors in Saudi Arabia. Similarly, Li et al. ( 2023 ) examine the augmentation of green entrepreneurial conduct through EE, utilization of technology, and the influence of environmental commitment on behavior. Yi ( 2021 ) suggests that the bond between GEI and behaviors is influenced by the mediating role of external institutional support and university entrepreneurship, providing a more detailed insight into the effects of commitment. The study conducted by Soomro & Shah ( 2022 ) emphasizes the empirical evaluation of the relationship between green entrepreneurship, the green market, and green innovation. The findings of this study provide evidence of a viable pathway that connects commitment to sustainable development. Alcock ( 2012 ) posits that individuals are driven by a solid dedication to fulfill their economic function. According to Abdelwahed et al. ( 2023 ), individuals feel apprehension and actively seek solutions for various conditions. The existing body of literature provides evidence supporting the massive associations between commitment and gender equality initiatives (GEI). Likewise, EM phenomena contribute significantly to the robust enhancement of GEI and EI. In their study, Cai, Chen, & Ayub ( 2023 ) Acknowledge the influence of spiritual intelligence and green mindfulness on the link between university students' GEI and conduct. Robichaud, McGraw, & Alain ( 2001 ) Assert that EM is crucial in establishing a corporate effort. The study conducted by Jwara & Hoque ( 2018 ) Provides empirical evidence supporting the bond between EM, GEI, and EI among entrepreneurs. The impact of motivation on an individual's conduct can lead to a transformative effect, prompting them to choose entrepreneurship as a viable career path (Alam, Kousar, & Rehman, 2019 ). The UES is significant concerning the GEI and EI (Bergmann, Hundt, & Sternberg, 2016 ; Li et al., 2023 ). According to Alvarez-Risco et al. ( 2021 ), the university plays a crucial role in supporting students and ultimately improving their GEI. Qazi et al. ( 2021 ) have found that several factors, including personality traits and the UES, significantly influence the GEI of students. The concept of an entrepreneurial university encompasses diverse viewpoints, with a shared acknowledgment of the significance of fostering EE and establishing an environment conducive to innovation and entrepreneurship (Su et al., 2021 ). Anjum et al. ( 2020 ) Examined the relationship between GEI and its influence on creativity, entrepreneurship, and the level of support offered by universities. (Su et al., 2021 ) emphasized the advantage of employing multilevel approaches to investigate the effects of individual attributes, university support initiatives, and institutional context on EI among university students. The experiential learning courses provided by universities offer students practical and hands-on experiences that contribute to the acquisition of skills and greatly influence their inclination toward entrepreneurial pursuits (Wagner et al., 2021 ). Yi ( 2021 ) Proposes that the improvement of GEI can be achieved by implementing UES and receiving external institutional assistance. The literature also recognizes the predictive power of EE towards GEI and GEB (Nuringsih & Puspitowati, 2017 ; Santika et al., 2022 ). In Hong Kong, the effect of EE on engineering students' GEI is positive and significant (Sun et al., 2017 ). Hameed et al. ( 2021 ) confirmed the analyst contribution of vocational education in developing attitudes and intentions. The empirical investigation of Bae et al. ( 2014 ) claims the predictive power of EE towards the GEI. The influential and significant effect of EE on GEI, behavioural entrepreneurial mindset and entrepreneurial attitudes among university students is suggested by domain literature (Kaur & Chawla, 2023 ; Paliwal et al., 2022 ; Yan, Huang, & Xiao, 2023 ). Cai, Hussain, & Zhang ( 2022 ) suggest a positive effect of EE on GEI among college students. The research was undertaken by (Do Paço et al., 2015 ) reveals a significant impact of EE on the cultivation of sustainable EI. The study delves into the influence of educational backgrounds on the intricate connection between EE and individuals' intentions. Ashari et al. ( 2022 ) posit that the construct of EE has a moderating role in the association between EI and the attainment of sustainable development goals. GCC is also an essential and substantial factor in enhancing GEI. The GCC refers to the propensity of consumers to dedicate their financial resources and time towards the purchase and use of environmentally friendly products and services (Al Mamun et al., 2017 ; Laroche, Bergeron, & Barbaro-Forleo, 2001 ). Chang et al. ( 2012 ) demonstrate the positive linkages between GCC and GEI. Laroche, Bergeron, & Barbaro‐Forleo (2001) propose that consumers who demonstrate a willingness to allocate more significant financial resources towards the purchase of environmentally friendly items can substantially influence EI about sustainability. Research by Wang, Shen, & Chu ( 2021 ) China suggests a robust and positive correlation between environmental awareness and consumers' intention to engage in green consumption. Chang et al. ( 2012 ) suggests that consumers' adoption of green consumption practices may be attributed to three fundamental perspectives: environmental concern, economic reality, and social concerns. The works of Amankwah & Sesen ( 2021 ); Shahid & Reynaud ( 2022 ) provide a direct examination of the relationship in question. Besides, insights from various other studies, particularly those that investigate green consumption behavior and attitudes, offer valuable perspectives on how commitments to green consumption can impact environmental sustainability. The research conducted by Al Mamun et al. ( 2017 ); Al Mamun et al. ( 2018 ) demonstrates the substantial impact of commitments to green consumption on GEI. GEI and GEB are positively connected Ajzen ( 1991 ); Krueger, Reilly, & Carsrud ( 2000 ). Yi ( 2021 ) posits that there is a positive bond between GEI and GEB. The study conducted by Abdelwahed & Soomro ( 2023 ) provides valuable contributions to understanding environmental risk perceptions and constructed environmental behaviors of GEI. The research conducted by Li, Murad, & Ashraf ( 2023 ) provides empirical evidence supporting the mediating role of GEB in facilitating the bond between women entrepreneurs' ambitions and the availability of institutional and social support. Based on the findings of (Kautonen et al., 2015 ), a significant association exists between an individual's inclination to participate in GEB and their probability of commencing entrepreneurial endeavors. Ajzen ( 1991 ) theory of planned behavior posits a positive correlation between an individual's intention to engage in green entrepreneurship and their likelihood of successfully executing the related actions. The existing body of literature consistently underscores the favorable impact of critical factors such as EE, UES, EM, and GCC on the development of GEI and EI across various contexts (Alam, Kousar, & Rehman, 2019 ; Soomro, Ghumro, & Shah, 2020 ; Suleman, Amponsah-Tawiah, & Ametorwo, 2023 ; Wang, Shen, & Chu, 2021 ). Furthermore, there is a consistent pattern in the literature suggesting a predictive relationship between GEI and GEB (Anjum et al., 2020 ; Wang, Shen, & Chu, 2021 ; Yi, 2021 ). However, more research is still needed to warrant exploration. Specifically, there is a need for an integrated approach that considers the combined influence of EE, UES, CTE, EM, CSR, and GCC in developing both GEI and GEB, particularly within the unique context of university students. Given these identified gaps and the established relationships in the literature, we propose a comprehensive model (see Fig. 1 ) for empirical testing among university students. This model seeks to illuminate the interplay of EE, UES, EM, GCC, and CTE in shaping both GEI and GEB in the context of university students. Hypotheses development 3.1 Commitment to the environment (CTE) and green entrepreneurial intention (GEI) Dedicated environmentalists engage in positive actions rather than passively observing environmental damage. According to Alcock ( 2012 ), individuals are compelled to fulfill their role within the economy due to their strong dedication. Individuals have a sense of apprehension and try to identify remedies for circumstances (Abdelwahed et al., 2023 ). This sentiment leads to a motivation to establish sustainable enterprises to protect the environment. Bergmann, Hundt, & Sternberg ( 2016 ) further emphasized the significance of individual characteristics in initiating green entrepreneurial endeavors. The literature confirms the positive links between commitment and (GEI). Amankwah & Sesen ( 2021 ) delve into the connection between GEI and behavior, shedding light on the dynamics influencing commitment in this context. According to Abdelwahed et al. ( 2023 ), green entrepreneurship helps shape a greener economy and uncover unique cultural factors affecting the commitment-behavior nexus in Saudi Arabia. Similarly, Li et al. ( 2023 ) investigate enhancing green entrepreneurial behavior through EE, technology use, and environmental commitment through commitment impacts behavior. The empirical assessment of Soomro et al. ( 2024 ) emphasizes the link between green entrepreneurship, the green market, and green innovation, providing a pathway to connect commitment with sustainable development. Wang, Shen, & Chu ( 2021 ) exert the positive contribution of commitment alongside other psychological factors in fostering GEI amid the challenges posed by COVID-19. Moreover, researchers like Gbadamosi & Nwosu ( 2011 ); Soomro, Ghumro, & Shah ( 2020 ); Suleman, Amponsah-Tawiah, & Ametorwo ( 2023 ) claim that organizational commitment in the context of EI (employee environmental commitment and its impact on green HRM practices and turnover intentions. As a result, the above literature provides the positive role of commitment in enhancing GEI in several contexts. However, university students could be rooted in several ways. Firstly, understanding dynamics within a specific university context is valuable for tailoring interventions and policies that align with students' unique characteristics and challenges in that setting. University students may have distinct cultural, educational, and environmental attributes that influence the formation of GEI and students' commitment towards environmentally sustainable practices. Secondly, focusing on a specific university allows for a more targeted examination of the role of educational institutions in shaping GEI. The university environment plays a crucial role in fostering an entrepreneurial mindset, and investigating how commitment within this context influences GEI can provide actionable insights for educators, administrators, and policymakers. Third, studying the relationship between CTE and GEI among university students can inform the development of targeted educational programs and support mechanisms. Thus, we proposed: H1. CTE positively affects GEI among university students. 3.2 Entrepreneurial motivation (EM) and green entrepreneurial intention (GEI) The role of individual motivation in facilitating the acquisition of skills and the initiation of a new entrepreneurial endeavor is significant. Jwara & Hoque ( 2018 ) conducted a study. Entrepreneurs are propelled by their incentive to engage in strategic formulation and participate in entrepreneurial activities crucial to establishing sustainable ventures (Collins, Hanges, & Locke, 2004 ; Krueger, Reilly, & Carsrud, 2000 ). According to (Van der Zwan, Verheul, & Thurik, 2012 ), within the framework of entrepreneurship, individuals' driving forces and cognitive interpretation play a crucial role in facilitating entrepreneurial endeavors. Motivation can influence and alter an individual's behavior, catalyzing their decision to pursue a new entrepreneurial work as a career option (Alam, Kousar, & Rehman, 2019 ). Cai, Chen, & Ayub ( 2023 ) have acknowledged the impact of spiritual intelligence and green mindfulness on the link between GEI and behavior among university students in a comparable context. According to Prabowo, Ikhsan, & Yuniarty ( 2022 ), sustainability awareness among university students is also projected to influence the GEI. According to Robichaud, McGraw, & Alain ( 2001 )EM is recognized as a significant determinant of establishing a company endeavor. Research has indicated that individuals favorably motivated by their personal needs exhibit a solid inclination to actively pursue desired results, such as demonstrating commitment toward establishing a sustainable environment. Furthermore, Hameed et al. ( 2021 ) explained creativity as encompassing creative behaviors, as the human mind inherently relies on it. Consequently, entrepreneurial acts aimed at generating problem-solving solutions are considered crucial, surpassing the mere act of introducing novelty (Townsend, Busenitz, & Arthurs, 2010 ). The above literature demonstrates a positive contribution of EM in developing GEI in several contexts and the presence of many constructs. However, testing these relationships among university students in Saudi Arabia is essential due to the increasing emphasis on sustainability within the Saudi Vision 2030 framework. As universities are at the forefront of educational institutions in the country, understanding how EM influences GEI among its students is crucial for fostering a sustainable entrepreneurship culture. Thus, we suggest: H2. EM positively affects GEI among university students. 3.3 Université entrepreneurial support (UES) and green entrepreneurial intention (GEI) The support provided by universities in the establishment of new firms holds considerable importance (Bergmann, Hundt, & Sternberg, 2016 ; Etzkowitz, 2004 ). The existing body of research provides evidence to support the university's decision to prioritize the cultivation of ecological values among students by implementing green entrepreneurial support systems, which encompass various activities aimed at developing green entrepreneurship. According to (Su et al., 2021 ), the use of multilevel solutions is beneficial for mitigating the impact of individual characteristics, university assistance programs, and institutional environment on EI among students. Experiential learning programs offered by universities afford students practical, hands-on experiences that facilitate the development of skills and have a significant impact on their propensity for engaging in entrepreneurial endeavors (Wagner et al., 2021 ). The notion of an entrepreneurial university encompasses a range of viewpoints. At the same time, there is general agreement regarding the significance of fostering entrepreneurial education and cultivating an atmosphere that facilitates innovation and entrepreneurship (Su et al., 2021 ). According to Anjum et al. ( 2021 ), the provision of support by universities can potentially influence individuals to engage in entrepreneurial endeavours. Yi ( 2021 ) suggests an enhancement of GEI through UES and external institutional support. In the perception of Alvarez-Risco et al. ( 2021 ), there is great significance of a university that supports students, ultimately enhancing their GEI. Factors such as personality traits and UES substantially affect students' GEI (Qazi et al., 2021 ). Similarly, Anjum et al. ( 2020 ) explore EI, focusing on creativity, entrepreneurship, and university support. The study underscores the interplay between academic support and individual characteristics, showcasing the importance of a holistic approach to fostering EI. UES, along with the TPB (subjective norms, attitude, and perceived behavioural control), had a meaningful role in enhancing EI among Chinese university students (Su et al., 2021 ). The empirical assessment of Lu, Song, & Pan ( 2021 ) also demonstrates the positive effect of UES in developing college students' EI in China. The existing literature consistently indicates a positive relationship between UES and GEI among university students. Considering this, we intend to investigate and confirm the association between UES and GEI, specifically among university students. Therefore: H3. UES positively affects GEI among university students. 3.4 Entrepreneurial education (EE) and green entrepreneurial intention (GEI) EE is the significant predictor of GEI and EI in literature. Particularly among students, EE favours and enhances EI and GEI. For instance, Santika et al. ( 2022 ) the study provides a comprehensive overview, offering valuable insights into the potential mechanisms through which EE positively influences students' intentions toward environmentally sustainable entrepreneurship. Nuringsih & Puspitowati ( 2017 ) assert that factors influencing students' eco-entrepreneurial intention can be strengthened by implementing EE. Cai, Hussain, & Zhang ( 2022 ) used a fuzzy set qualitative comparison analysis to examine the impact of EE on the GEI among college students. Their study findings demonstrate a noteworthy positive impact of EE on the advancement of GEI. Nuringsih et al. ( 2019 ) explore the notion of GEI, with a particular focus on the perceived triple bottom line among female students. The study finds a positive effect of EE in developing sustainable GEI and educational backgrounds that nuanced the relationship between EE and actual intentions (Do Paço et al., 2015 ). According to Ashari et al. ( 2022 ), EE moderates the relationship between EI and sustainable development goals. Among commerce students in Pakistan, the need for achievement, EE, and entrepreneurial self-efficacy enhance EI (Soomro & Shah, 2022 ). Sun et al. ( 2017 ) underline the positive effect of EE on engineering students' EI in Hong Kong. Based on a meta-analytic review, a comprehensive overview of (Bae et al., 2014 ) also confirms the predictive power of EE towards the EI. Well-known scholars like Kaur & Chawla ( 2023 ); Paliwal et al. ( 2022 ); Yan, Huang, & Xiao ( 2023 ) demonstrate the effective and positive influence of EE on EI, behavioral entrepreneurial mindset, and entrepreneurial attitudes among university students. While the positive impact of EE on GEI and EI has been well-established among university students, there still needs to be a noticeable gap in confirming these relationships, specifically among university students. The current literature provides comprehensive evidence supporting the notion that EE enhances both green entrepreneurial and general EI. Yet, the applicability of these findings to the unique context of university students needs to be explored. Addressing this gap, we proposed: H4. EE positively affects GEI among university students. 3.5 Green consumption commitment (GCC) and green entrepreneurial intention (GEI) The research under consideration employs the idea of green consumption, which pertains to the consumption patterns of individuals who prioritize products with environmentally friendly features, as outlined by (Al Mamun et al., 2017 ). Chang et al. ( 2012 ) believes that the primary drivers behind consumers adopting green consumption practices are rooted in three essential perspectives: environmental concern, economic reality, and social considerations. The concept of the GCC can be described as consumers' willingness and behavioral inclination to allocate their financial resources and time towards the purchase and use of environmentally friendly services and products (Laroche, Bergeron, & Barbaro-Forleo, 2001 ). Amankwah & Sesen ( 2021 ); Shahid & Reynaud ( 2022 ) directly address the relationship, while insights from other studies, especially those examining green consumption behavior and attitudes, offer valuable perspectives on how commitments to green consumption may influence EI in environmentally sustainable directions. Al Mamun et al. ( 2017 ); Al Mamun et al. ( 2018 ) show the positive effect of commitments to green consumption on EI. In a similar dimension, Chang et al. ( 2012 ) focus on entrepreneurship capabilities and regional innovation. The findings did not prove the direct link between GCC and GEI. According to Laroche, Bergeron, & Barbaro‐Forleo (2001), suggest that consumers who are willing to pay a premium for environmentally friendly products have a potential impact on EI related to sustainability. In China, green consumption attitude-intention positively and significantly affects EI (Wang, Shen, & Chu, 2021 ). In the existing literature, the relationship between GCC, EI, and GEI has been explored with mixed findings, predicting both positive and negative associations. However, there needs to be a notable gap in understanding the moderating role of GCC in shaping the dynamics between GEI, EI, and actual behavior. While several studies have examined the direct influence of GCC on EI, the intricate interplay with GCC still needs to be studied. Hence, we proposed: H5. GCC positively affects GEI among university students. 3.5 Green entrepreneurial Intention (GEI) and green entrepreneurial behavior (GEB) The predictive power of intentions in determining intended behavior is extensively acknowledged in the literature (Ajzen, 1991 ; Krueger, Reilly, & Carsrud, 2000 ). The term “EI” is commonly defined as establishing a new company enterprise, as described by (Krueger, 1993 ). EI has gained significant attention in entrepreneurship studies due to the perception that entrepreneurship is primarily driven by deliberate actions (Liñán & Fayolle, 2015 ). According to Yi ( 2021 ), GEI positively predicts GEB. Abdelwahed & Soomro ( 2023 ) contribute insights into environmental risk perceptions and built environmental behaviors through GEI. The study of Li, Murad, & Ashraf ( 2023 ) confirms the mediation effect of GEB in developing connections between women entrepreneurs' intentions and university and social support. Likewise, Awallia & Famiola ( 2021 ) found the predictive power of GEB towards GEI. Scholars argue that entrepreneurial behaviors directly result from individuals' intentions (Fayolle, Liñán, & Moriano, 2014 ; Krueger, Reilly, & Carsrud, 2000 ). Ajzen's TPB is a commonly utilized framework in predicting behavioral intentions. This theory builds upon Fishbein's (1988) theory of reasoned action by conceptualizing intention as the individual's preparedness to participate in entrepreneurial behavior or their dedication to establishing a new business (Bae et al., 2014 ; Krueger, Reilly, & Carsrud, 2000 ). This idea provides clear evidence of a substantial positive impact of intentions on subsequent entrepreneurial behavior, as supported by various studies (Kautonen et al., 2015 ; Shinnar et al., 2018 ). According to Kautonen et al. ( 2015 ), there is a positive correlation between an individual's intention to engage in GEB and their likelihood of initiating start-up activities. It indicates the commitment and dedication that said individual is prepared to allocate towards their commercial undertakings (Van Gelderen, Kautonen, & Fink, 2015 ). According to Schlaegel & Koenig ( 2014 ), research on entrepreneurial behavior characterizes launching a new enterprise as a purposeful and intentional choice made by individuals. Likewise, green entrepreneurship may be marked as a deliberate and strategic endeavor, encompassing a multifaceted progression with several phases. In the preliminary stage, an individual becomes a green entrepreneur by cultivating a specific degree of GEI. Consequently, the association between GEI and GEB at universities still needs confirmation. The dynamics of EI and behavior can be influenced by contextual variables, such as the university's unique support systems, curriculum, and entrepreneurial programs. Moreover, literature might need more specific studies or empirical evidence that directly addresses the correlation between GEI and GEB within the framework of universities. Therefore, to establish a robust understanding of this association and its nuances within the university setting, we suggest: H6. GEI positively affects GEB among university students. Methodology 3.1 Population To gather relevant data, the researchers recruited participants in February 2023. They primarily utilized university mailing lists and social media platforms to reach students currently enrolled at Saudi Arabian universities. While this approach doesn't guarantee a statistically representative sample (due to convenience sampling), it ensures participants are aligned with the research objectives and could provide valuable, detailed information. Data collection was facilitated through an online questionnaire, ensuring equal participation opportunities for all university students. By focusing on educated consumers as the sample, the study aimed to collect precise and insightful data, recognizing prior research suggesting that students with lower education levels in rural areas might have restricted familiarity with environmental subjects (Paul, Modi, & Patel, 2016 ). Thus, the study aimed to achieve its objectives by gathering information from students. 3.2 Sample size To ensure sufficient data for robust analysis of relationships between variables, this study followed Gurău ( 2012 ) recommendation of a 15–20 observations per variable ratio. Initially, 540 students from various universities participated. However, to minimize bias and inaccuracies, only 441 responses with complete data were included in the final analysis Table 1 . The focus on students reflects their significant market presence and projected future dominance as the market evolves (Dilotsotlhe, 2021 ). Following established consumer behavior research, a convenience sampling approach was employed (Yadav & Pathak, 2017 ). This cost-effective and time-efficient method is practical, but limitations in generalizability are acknowledged due to its non-probability nature (Burakauskaitė & Čiginas, 2023 ). 3.3 Measures and Data Analysis The study used pre-validated questionnaire scales, adjusted slightly to fit the research goals. A five-point Likert scale was chosen for its advantages. This format allows participants to express clear opinions and capture various aspects through multiple statements. This flexibility simplifies data categorization. Additionally, the scale minimizes measurement errors, enhancing both validity and reliability (Hair et al., 2014 ). The specific questionnaire content is detailed in Appendix A. Partial Least Squares-Structural Equation Modeling (PLS-SEM) software, specifically SmartPLS.3, was utilized to validate the constructed model through the measurement model and structural model. Bootstrapping, as advocated by Hair et al. ( 2014 ), was employed to determine the significance levels for both path coefficients and loadings in the model. Findings 4.1 Respondents’ profiles The findings presented in Table 1 show the distribution of respondents based on various demographic factors, namely Gender, Age, Education, and Income. The study includes both male and female participants, with 42.4% being male and 57.6% being female. This indicates that there were slightly more female respondents than male respondents in the study sample. The majority fall within the age range of 21–25 years, constituting 62.8% of the total sample. Those aged less than 20 years make up 29.5% of the sample, while individuals aged between 26–30 years represent 6.6% of the sample. A very small proportion, only 1.1%, are over 31 years old. For education background, the most significant proportion, 86.6%, have undergraduate degrees, while 12.0% hold diplomas. and 1.1% have attained a master’s degree, and 0.2% have a Ph.D. Respondents' income, the majority, 82.3%, earn less than 2000 units. A small percentage, 6.3%, earn between 2001 and 3000 units. 2.0% earn between 3001 and 4000 units, while 9.3% earn more than 4001 units. Table 1 Respondents’ demographic Factors Frequency Percentage Gender Male Female 187 254 42.4 57.6 Age Less than 20 years 130 29.5 21–25 years 277 62.8 26–30 years More than 31 29 5 6.6 1.1 Education Diploma 53 12.0 Undergraduate 382 86.6 Master Ph.D 5 1 1.1 0.2 Income Less than 2000 363 82.3 Between 2001–3000 28 6.3 Between 3001–4000 More than 4001 9 41 2.0 9.3 4.2 Measurement model This study used PLS-SEM to assess the measurement model. PLS-SEM examines relationships between underlying concepts (latent constructs) and the measurable variables used to represent them. The focus is on maximizing how well these variables capture the intended concepts. To ensure the model's validity and reliability, the researchers employed various metrics. Cronbach's Alpha (CA) assessed the internal consistency of each construct's measures. All CA values exceeded 0.8, indicating strong internal consistency (Hair et al., 2014 ). Furthermore, both Composite Reliability (CR) and Average Variance Extracted (AVE) evaluated the overall reliability and validity of the measurement instruments. CR values surpassed 0.8 for all constructs, demonstrating high reliability. Additionally, AVE values ranged from 0.519 to 0.812, exceeding the recommended threshold of 0.5, which confirms convergent validity(Fornell & Larcker, 1981 ). These assessments are summarized in Table 2 . Table 2 Validity and Reliability Constructs Items Loadings CA CR AVE Commitment to the environment (CTE) CTE1 CTE2 CTE3 CTE4 CTE5 CTE6 CTE7 0.570 0.594 0.823 0.795 0.746 0.688 0.785 0.842 0.881 0.519 Entrepreneurial motivation (EM) EM1 EM2 EM3 EM4 EM5 EM6 EM7 0.866 0.860 0.565 0.524 0.740 0.854 0.809 0.871 0.901 0.574 Entrepreneurship education (EE) ED1 ED2 ED3 ED4 0.843 0.905 0.892 0.903 0.908 0.936 0.785 Green Consumption Commitment (GCC) GCC1 GCC2 GCC3 GCC4 0.903 0.916 0.897 0.872 0.919 0.943 0.805 Green entrepreneurial behavior (GEB) GEB1 GEB2 GEB3 GEB4 0.878 0.879 0.772 0.860 0.869 0.911 0.720 Green entrepreneurial intention (GEI) GEI1 GEI2 GEI3 GEI4 GEI5 0.861 0.845 0.912 0.905 0.845 0.922 0.942 0.764 University entrepreneurial support (UES) UES1 UES2 UES3 UES4 0.870 0.919 0.932 0.881 0.922 0.945 0.812 In research, a measure's discriminant validity shows how well it captures a unique concept compared to similar ones. Hair et al. ( 2014 ) define it as "the extent to which the measure is adequately distinguishable from related constructs within the nomological net." This study adopted the approach of Fornell & Larcker ( 1981 ), which examines the square roots of latent construct values. The study established discriminant validity, meaning the constructs are distinct. This is shown in Table 3 , where the square root of each construct's AVE (average variance extracted) is more significant than 0.5. Additionally, Hair et al. ( 2017 ) suggest that correlations between constructs should be lower than the square root of their AVE. Table 3 confirms that all constructs meet this criterion, further supporting discriminant validity. Table 3 Fornel Larcker-Discriminant validity Constructs 1 2 3 4 5 6 7 Commitment to the environment 0.750 Entrepreneurial motivation 0.717 0.757 Entrepreneurship education 0.731 0.699 0.886 Green consumption commitment 0.725 0.629 0.591 0.897 Green entrepreneurial behaviour 0.702 0.661 0.603 0.755 0.848 Green entrepreneurial intention 0.732 0.698 0.631 0.804 0.825 0.874 University entrepreneurial support 0.630 0.582 0.627 0.654 0.596 0.636 0.901 4.3 Structural model In our study, we employed (PLS-SEM), a robust statistical technique for exploring complex relationships between variables. PLS-SEM prioritizes prediction over strict theoretical model testing (Hair et al., 2017 ). To evaluate the model's fit, we employed the R-squared (R²) statistic, which adjusts for model error. In PLS-SEM, R² reflects the model's ability to predict observed data. Additionally, we assessed predictive relevance using Q², which estimates the model's capacity to predict new data for the endogenous constructs (latent variables explained by the model). This metric is crucial for evaluating the model's predictive power (Henseler, Hubona, & Ray, 2016 ). Following Henseler, Hubona, & Ray ( 2016 ), we employed blindfolding to assess the model's predictive power. All Q² values were significantly above zero, indicating good predictive relevance Table 4 . For GEB and intention, the R² values (0.74 and 0.72, respectively) suggest a strong explanatory power of the model on the observed data. The corresponding Q² values (0.525 and 0.548) further confirm this predictive ability. These values represent robust effect sizes (Hair et al., 2017 ). To determine the strength and significance of the relationships between the variables in the model, the researchers employed bootstrapping with 5,000 resamples. This technique provides more reliable t-values, enhancing our assessment of the model's statistical significance and internal consistency (Hair et al., 2017 ). Several fit indices, including root mean square residuals (RMSR) and normed fit index (NFI), indicated a good model fit according to established criteria (SRMR 0.80) as suggested by (Dash & Paul, 2021 ). These results demonstrate that the model effectively explains the relationships between variables, possesses predictive solid power and exhibits stability. Table 4 presents a validated research model with significant path coefficients for CTE-> GEI, EM -> GEI, GCC -> GEI, and GEI -> GEB. However, path coefficients for UES -> GEI and EE -> GEI did not achieve significance, as their t-values were below the suggested threshold of 1.96. Table 4 Hypotheses results, model fit and predictive power. Paths Beta SE T-value p value Supported H1 CTE -> GEI 0.148 0.048 3.108 0.002 YES H2 EM -> GEI 0.218 0.051 4.309 0.000 YES H3 UES -> GEI 0.073 0.045 1.624 0.104 NO H4 EE -> GEI 0.034 0.049 0.704 0.481 NO H5 GCC -> GEI 0.491 0.048 10.211 0.000 YES H6 GEI -> GEB 0.845 0.016 54.283 0.000 YES Model fit SRMR NFI Saturated model 0.056 0.820 Estimated model 0.059 0.818 Predictive quality of the model Q² (= 1-SSE/SSO) R 2 Green entrepreneurial intention 0.548 0.72 Green entrepreneurial behaviour 0.509 0.71 Based on the data presented in Table 4 , four hypotheses (H1, H2, H5, and H6) received support. Specifically, the analysis revealed a positive and statistically significant association between CE and GEI (β = 0.148, t = 3.108), EM and GEI (β = 0.218, t = 4.309), GCC and GEI (β = 0.491, t = 10.211), as well as GCC and GEB (β = 0.845, t = 54.283). Consequently, these findings confirm the validity of H1, H2, H5, and H6. However, the analysis did not yield support for the remaining two hypotheses, H3 and H4. Specifically, there was no significant bond found between UES and GEI (β = 0.073, t = 1.624) nor between EE and GEI (β = 0.034, t = 0.704). Thus, these results indicate a lack of support for H3 and H4. Discussion and conclusion This study explores green entrepreneurial intentions and behaviors among young people in Saudi Arabia. The analysis sheds light on how various factors influence their desire and actions to launch eco-friendly businesses. First , H1 was confirmed, indicating a positive and significant relationship between CTE and GEI. This aligns with prior studies by Dragomir ( 2020 ); Kim et al. ( 2019 ); Wang, Shen, & Chu ( 2021 ), who found similar connections between environmental concern and the desire to pursue green entrepreneurship. This is intuitive as a strong environmental commitment would likely drive individuals to seek entrepreneurial opportunities aligned with sustainability (Wang, Shen, & Chu, 2021 ). This commitment is often associated with personal beliefs, attitudes, and values, which can drive individuals to engage in green entrepreneurial behavior (Dragomir, 2020 ). A commitment to the environment often stems from awareness and education about environmental issues. In Saudi Arabia, there has been a growing awareness among youth regarding environmental sustainability due to educational campaigns and initiatives by both governmental and non-governmental organizations (Mabkhot, 2024 ). The Saudi government has been increasingly emphasizing the importance of environmental sustainability and green initiatives. This includes policies promoting renewable energy, conservation efforts, and sustainable development projects. Such initiatives create a conducive environment for youth to engage in green entrepreneurship (Ezzeldin, 2023 ). Second , H2 , which finds a positive and significant relationship between EM and GEI, suggests that individuals with high levels of motivation towards entrepreneurship are more inclined towards engaging in green entrepreneurial activities. This finding underscores the importance of individual motivation in driving intentions toward green entrepreneurship. This result aligns with past findings reported in the literature (Hassan et al., 2022 ; Paliwal et al., 2022 ; Tounés & Tornikoski, 2024 ). It's widely observed that younger generations today tend to display greater environmental awareness and concern compared to previous generations (Mabkhot, 2024 ). EM is often driven by a desire to make a positive influence on the world, and for young Saudis, this can naturally extend to addressing environmental challenges. Green businesses can be seen to achieve both business success and environmental good. The Saudi Arabian government has placed a strong emphasis on sustainability in recent years, with initiatives like the Saudi Green Initiative and Vision 2030 (Alshebami et al., 2024 ). This creates a supportive environment for green businesses, with potential benefits like access to funding or relaxed regulations. This can make green entrepreneurship a more attractive option for young Saudis with an entrepreneurial spirit. Third , H3, the t-value of 1.624 for the link between UES and GEI is notably lower than the conventional threshold for statistical significance. This indicates that there is insufficient evidence to establish a significant bond between GUS for entrepreneurship and individuals' intentions toward engaging in green entrepreneurial activities. Therefore, based on this t-value, hypothesis H3 is rejected. This result aligns with prior findings reported in the literature (Bazan, 2022 ; Lin et al., 2023 ). UES programs may primarily focus on traditional entrepreneurship rather than green entrepreneurship. If the support provided by universities does not specifically target or emphasize green business initiatives, it may not effectively influence individuals' intentions toward engaging in green entrepreneurial activities. Students may not be aware of or perceive university entrepreneurial support programs as relevant to green entrepreneurship. If universities do not actively promote or integrate environmental sustainability into their entrepreneurship support initiatives, students may not recognize the potential for pursuing green ventures with university support, leading to a weak association between UES and GEI. Even if universities offer entrepreneurial support programs, they may lack resources, funding, or opportunities specifically tailored to green entrepreneurship. Without access to green-focused mentorship, funding, networking events, or educational resources, students interested in green ventures may not perceive university support as beneficial or influential in their entrepreneurial intentions (Li, Murad, & Ashraf, 2023 ). Fourth, H4 , the t-value of 0.704 for the relationship between EE and GEI indicates that while there may be some association between the two variables, it is not statistically significant at the conventional threshold. In other words, the evidence suggests that the relationship between two variables is not strong enough to establish a significant impact. Therefore, the hypothesis is rejected, suggesting that EE may not have a substantial impact on individuals' intentions toward green entrepreneurship. Individuals may not perceive EE as directly relevant to green entrepreneurship. If the education provided does not explicitly address environmental issues or demonstrate how entrepreneurial skills can be applied to sustainable business practices, it may fail to inspire green entrepreneurial intentions among participants (Paliwal et al., 2022 ). Entrepreneurship education programs often focus on theoretical concepts rather than practical applications. Without opportunities for hands-on experience or exposure to real-world examples of successful green ventures, individuals may struggle to envision themselves pursuing green entrepreneurial endeavors, thus diminishing the influence of EE on their intentions in this area (Hassan et al., 2022 ). Fifth, H5 This discovery highlights the significance of encouraging green consumption behaviors among university students. Institutions, policymakers, and environmental organizations may use this information to design interventions or campaigns aimed at fostering environmentally responsible consumption habits among students. Green consumption serves as a pivotal factor in addressing environmental degradation and advancing sustainability efforts. By choosing environmentally friendly products and services, individuals can reduce their ecological footprint and contribute to a more sustainable future. This result aligns with previous findings reported in the literature (Wang, Shen, & Chu, 2021 ). The hypothesis emphasizes the importance of encouraging green consumption, specifically among university students, who represent a demographic with significant potential to drive positive change (Wang, Shen, & Chu, 2021 ). As consumers, university students wield significant influence over markets. Their preferences and purchasing behaviors can shape the demand for eco-friendly products and services. A strong commitment to green consumption among students indicates a potential shift in market demand towards sustainable alternatives, encouraging businesses to adopt environmentally responsible practices (Zuroni Md & Thaneswary, 2023 ). Sixth H6 , the exceptionally high t-value of 10.211 indicates a highly significant and strong relationship between GEI and GEB. This implies that individuals with stronger intentions toward engaging in green entrepreneurship are significantly more likely to exhibit corresponding behaviors. Such a high t-value suggests that the bond between GEI and GEB is robust and unlikely to have occurred by chance. This finding is particularly noteworthy as it indicates that intentions play a pivotal role in translating into actual behaviors. This result aligns with previous findings reported in the literature (Li, Murad, & Ashraf, 2023 ; Yi, 2021 ). Practical and theoretical implications The findings carry both practical and theoretical implications. There may be some degree of association between EE and GEI, but the lack of statistical significance suggests that EE alone may not substantially influence individuals' intentions toward green entrepreneurship. This finding underscores the importance of further research and potentially reevaluating the content and delivery of EE programs to address the needs and interests of aspiring green entrepreneurs. The strong link between GEI and GEI is that there is an opportunity to nurture and support eco-conscious entrepreneurship among university students. Initiatives such as incubators, workshops, and funding programs geared towards green startups could be particularly effective in leveraging this inclination towards sustainability. Policymakers may consider incentivizing green entrepreneurship through various policy measures such as tax breaks, grants, or regulatory support. By creating a conducive environment for green startups, governments can encourage more young entrepreneurs to enter the sustainability sector and drive positive environmental change. Businesses operating in sectors related to sustainability and green technology can benefit from understanding the link between GEI and entrepreneurial intention. They can tailor their marketing strategies and product offerings to appeal to environmentally conscious consumers and aspiring green entrepreneurs. This finding suggests that initiatives aimed at fostering GEI among individuals may be effective in promoting actual engagement in green entrepreneurial activities. For instance, educational programs or policy interventions targeting the enhancement of individuals' intentions toward green entrepreneurship could potentially lead to tangible outcomes in terms of increased participation in environmentally sustainable business ventures. From a theoretical implication, this finding reinforces the idea that personal beliefs and values influence entrepreneurial intentions. It adds to the existing literature by highlighting the role of environmental commitment as a driving force behind green entrepreneurial behavior. This finding supports existing research on the bond between motivation and entrepreneurial intentions, specifically in the context of environmental concerns. It contributes to the understanding of how motivation can drive individuals towards sustainable business practices. The rejection of H3 suggests that generic entrepreneurship support may not suffice to stimulate green entrepreneurial intentions. It highlights the need for targeted support mechanisms within educational institutions to promote green entrepreneurship effectively. The rejection of H4 indicates that traditional entrepreneurship education may not effectively translate into intentions toward green entrepreneurship. It emphasizes the importance of practical application and contextual relevance in EE. This hypothesis underscores the significance of consumer behavior in driving sustainable market practices. It highlights the role of university students as influential agents of change in promoting green consumption patterns. The strong relationship between GEI and GEB validates the importance of intentions in predicting behavior, particularly in the context of green entrepreneurship. It supports existing literature on the predictive power of intentions in entrepreneurial actions. Limitations and direction for future research The study's focus on youth in the Kingdom of Saudi Arabia means that its findings may not be broadly applicable to other demographic groups or cultural contexts. Additionally, it might not consider all relevant factors influencing green entrepreneurial intention and behavior, such as socio-economic status or prior entrepreneurial experience. To gain deeper insights, employing qualitative methods like interviews or focus groups could uncover underlying motivations and barriers to green entrepreneurship among Saudi Arabian youth. To broaden the study's scope, comparisons of green entrepreneurial intention and behavior among youth in Saudi Arabia with those in other countries or regions should be made, considering cultural, economic, and institutional differences. Intervention studies are necessary to evaluate the effectiveness of educational programs, policy initiatives, or support structures in promoting green entrepreneurship among youth. Moreover, investigating potential moderate variables like cultural values or institutional factors that may influence the bond between predictors (e.g., environmental commitment) and GEI and behavior is crucial. Including additional variables such as ecological consciousness or perceived barriers to green entrepreneurship would provide a more comprehensive understanding of the phenomenon. Replicating the study using different samples or methodologies would validate the findings and strengthen the conclusions. Addressing these limitations and pursuing these future research directions can deepen our understanding of GEI and behavior among youth in Saudi Arabia, guiding targeted interventions and policies to foster sustainable entrepreneurship in the region. Declarations Author Contributions: Conceptualization, H.M, H.M.G, and H.S; methodology, H.M. and Y.S; formal analysis, H.M; writing—original draft preparation, N.A.A.A, H.S, and H.M; writing—review and editing, H.M, H.M.G, and H.S. All authors have read and agreed to the published version of the manuscript. Ethics approval and consent to participate: The study was conducted according to the guidelines of the Declaration of Helsinki and approved by the Ethics Committee of King Faisal University (KFU-REC-2022-OCT-ETHICS238 - date of approval: 25/10/2022). Informed consent to participate: informed consent to participate was obtained from all the participants. Data availability: The data used to support the findings of this study are available upon request. However, please note that the data for this article were generated as part of a project funded by King Faisal University. Due to the nature of the funding and protecting intellectual property rights, the data cannot be shared without prior permission from King Faisal University. Competing interests: The authors declare that there is no conflict of interest. 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Benchmarking: An International Journal, ahead-of-print (ahead-of-print). doi:10.1108/BIJ-06-2022-0393 Sun, H., Lo, C. T., Liang, B., & Wong, Y. L. B. (2017). The impact of entrepreneurial education on entrepreneurial intention of engineering students in Hong Kong. Management decision, 55 (7), 1371-1393. doi:10.1108/MD-06-2016-0392 Taormina, R. J., & Kin‐Mei Lao, S. (2007). Measuring Chinese entrepreneurial motivation. International Journal of Entrepreneurial Behavior & Research, 13 (4), 200-221. doi:10.1108/13552550710759997 Tounés, A., & Tornikoski, E. (2024). Are business growth and entrepreneurial motivations competing with environmental intention among nascent entrepreneurs? European Business Review, ahead-of-print (ahead-of-print). doi:10.1108/EBR-09-2023-0286 Townsend, D. M., Busenitz, L. W., & Arthurs, J. D. (2010). To start or not to start: Outcome and ability expectations in the decision to start a new venture. 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Journal of Business Venturing, 31 (2), 216-233. doi:https://doi.org/10.1016/j.jbusvent.2015.10.003 Wang, J., Shen, M., & Chu, M. (2021). Why is green consumption easier said than done? Exploring the green consumption attitude-intention gap in China with behavioral reasoning theory. Cleaner and Responsible Consumption, 2 , 100015. doi:https://doi.org/10.1016/j.clrc.2021.100015 Yadav, R., & Pathak, G. S. (2017). Determinants of Consumers' Green Purchase Behavior in a Developing Nation: Applying and Extending the Theory of Planned Behavior. Ecological Economics, 134 , 114-122. doi:https://doi.org/10.1016/j.ecolecon.2016.12.019 Yan, J., Huang, T., & Xiao, Y. (2023). Assessing the impact of entrepreneurial education activity on entrepreneurial intention and behavior: role of behavioral entrepreneurial mindset. Environmental Science and Pollution Research, 30 (10), 26292-26307. doi:10.1007/s11356-022-23878-w Yi, G. (2021). From green entrepreneurial intentions to green entrepreneurial behaviors: the role of university entrepreneurial support and external institutional support. International Entrepreneurship and Management Journal, 17 (2), 963-979. doi:10.1007/s11365-020-00649-y Zeithaml, V. A., Berry, L. L., & Parasuraman, A. (1996). The behavioral consequences of service quality. the Journal of Marketing , 31-46. Zuroni Md, J., & Thaneswary, A. P. M. (2023). Factors Influencing Green Product Purchase Behavior among University Putra Malaysia Students. Information Management and Business Review, 15 (2), 81-90. doi:https://doi.org/10.22610/imbr.v15i2(I)SI.3423 Additional Declarations No competing interests reported. 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Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-5181009","acceptedTermsAndConditions":true,"allowDirectSubmit":false,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":373680628,"identity":"fa1079fa-65c8-40da-99e1-3b55236add08","order_by":0,"name":"Hashed Mabkhot","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAA2UlEQVRIiWNgGAWjYBACAwYGNsbGBgYGfh7GB0A+M/FaJCR7mA1I1GJwhlgt5mKHnz2cucOmzvjMYTYJhgrrxAb+ww/warGcnWZuuPFMmoTZ2WagljPpiQ0SaQb4HXY7wUzyYdthCbPz/MckGNsOA7UwENKS/g2sxbifmU2C8R9QC//xDwS05JhJbgRqMeAFOoyxAaiFIYeQLTnlhjPb0iRnnDnMbJFwLN24TSKngJDDtj3sbbPh5+9JZrzxocZatp//+Aa8WlBBAhCzkaB+FIyCUTAKRgEOAABwxUatPXK7MgAAAABJRU5ErkJggg==","orcid":"","institution":"King Faisal University","correspondingAuthor":true,"prefix":"","firstName":"Hashed","middleName":"","lastName":"Mabkhot","suffix":""},{"id":373680629,"identity":"240735c1-be4e-41fb-8271-36407a9aa061","order_by":1,"name":"Yahdih Semlali","email":"","orcid":"","institution":"King Faisal University","correspondingAuthor":false,"prefix":"","firstName":"Yahdih","middleName":"","lastName":"Semlali","suffix":""},{"id":373680630,"identity":"62f53ad9-1f6d-4401-8a24-14d290a0b012","order_by":2,"name":"Hamid Mahmood Gelaidan","email":"","orcid":"","institution":"Qatar University","correspondingAuthor":false,"prefix":"","firstName":"Hamid","middleName":"Mahmood","lastName":"Gelaidan","suffix":""},{"id":373680631,"identity":"4c8d2af7-4489-4a3f-a3b0-eb06901b8fb6","order_by":3,"name":"Nadia A Abdelmegeed Abdelwahed","email":"","orcid":"","institution":"King Faisal University","correspondingAuthor":false,"prefix":"","firstName":"Nadia","middleName":"A Abdelmegeed","lastName":"Abdelwahed","suffix":""},{"id":373680632,"identity":"0fc888f9-44a2-409c-a6d3-ca5b16ad0d43","order_by":4,"name":"Hasnizam Shaari","email":"","orcid":"","institution":"Northern University of Malaysia","correspondingAuthor":false,"prefix":"","firstName":"Hasnizam","middleName":"","lastName":"Shaari","suffix":""}],"badges":[],"createdAt":"2024-09-30 12:53:29","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-5181009/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-5181009/v1","draftVersion":[],"editorialEvents":[{"content":"https://doi.org/10.1007/s43621-024-00750-0","type":"published","date":"2024-12-18T15:57:05+00:00"}],"editorialNote":"","failedWorkflow":false,"files":[{"id":69355236,"identity":"f24c5f34-4e2a-4e9a-8d06-3ba8445e4789","added_by":"auto","created_at":"2024-11-19 13:39:07","extension":"jpeg","order_by":1,"title":"Figure 1","display":"","copyAsset":false,"role":"figure","size":49737,"visible":true,"origin":"","legend":"\u003cp\u003eConceptual framework\u003c/p\u003e","description":"","filename":"floatimage1.jpeg","url":"https://assets-eu.researchsquare.com/files/rs-5181009/v1/1496ece0deefac086107f29a.jpeg"},{"id":72201882,"identity":"578eea95-8af0-4c29-87ff-5fe3960815df","added_by":"auto","created_at":"2024-12-23 16:11:36","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":957885,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-5181009/v1/2f2d3110-ed5a-47f7-80d6-b689b6d8d0e2.pdf"},{"id":69355234,"identity":"4844721a-34db-43c2-8d2e-abe183157e31","added_by":"auto","created_at":"2024-11-19 13:39:06","extension":"docx","order_by":1,"title":"","display":"","copyAsset":false,"role":"supplement","size":27621,"visible":true,"origin":"","legend":"","description":"","filename":"AppendixA.docx","url":"https://assets-eu.researchsquare.com/files/rs-5181009/v1/f043e25b71ed22d8702cc2b4.docx"}],"financialInterests":"No competing interests reported.","formattedTitle":"Unveiling Green Entrepreneurial Intentions and Behaviour Among Saudi Arabian Youth: Insights and Implications","fulltext":[{"header":"Introduction","content":"\u003cp\u003eEnvironmental issues like climate change, global warming, and pollution have surged to the forefront of public concern in recent years. Therefore, it is evident that these environmental issues are created by the negative impact of human activities, whether at the individual or organizational level. Even though these activities by individuals or organizations have a negative impact on the environment, organizations may contribute more significantly than individuals to the creation of these issues. Therefore, there is an urgent call from experts and practitioners to address these phenomena. In response, green entrepreneurship has emerged as a crucial force in fostering a circular economy and promoting environmentally friendly practices at both individual and organizational levels. It encompasses a wide range of activities from developing renewable energy solutions to creating eco-friendly products and services. Moreover, green entrepreneurship plays a pivotal role in improving the economy, reducing unemployment rates, and contributing to the establishment of a sustainable, green-centric economy (Yi, \u003cspan citationid=\"CR86\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). It has the potential to effectively tackle environmental problems by integrating ecological, economic, and sustainable development principles (Demirel et al., \u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e2019\u003c/span\u003e; Hall, Daneke, \u0026amp; Lenox, \u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e2010\u003c/span\u003e; Li et al., \u003cspan citationid=\"CR50\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). By encouraging green practices, green entrepreneurship not only benefits businesses but also contributes to the overall well-being of society and the planet (Shepherd \u0026amp; Patzelt, \u003cspan citationid=\"CR67\" class=\"CitationRef\"\u003e2011\u003c/span\u003e). Given its significance, it is imperative to explore the most influential factors that can affect green entrepreneurship behavior. However, only a few studies have endeavored to examine some factors regarding green entrepreneurship behavior. For instance, Li et al. (\u003cspan citationid=\"CR50\" class=\"CitationRef\"\u003e2023\u003c/span\u003e) revealed that Entrepreneurship Education (EE), perceived technological proficiency, and commitment to environmental causes are associated with increased levels of university support, EM, and GEB. However, they failed to address the significant role of investigating GEI. This study, therefore, focuses on examining GEI and its transformation into actual behaviors. However, this study overlooks the linkage between green intention and behaviors, focusing solely on the direct impact of these factors on green entrepreneurship. Furthermore, another study by Roy (\u003cspan citationid=\"CR62\" class=\"CitationRef\"\u003e2023\u003c/span\u003e), discovered significant positive effects on students' GEI from various aspects. These include attitude towards entrepreneurship, entrepreneurial knowledge, EM, personality traits, environmental values, commitment to the environment, and support from universities for green entrepreneurship. Yet, this study needs to examine whether the intention to be green can translate into actual behaviors, which this study aims to explore.\u003c/p\u003e \u003cp\u003eBogatyreva et al. (\u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e2019\u003c/span\u003e); Grinevich et al. (\u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e2019\u003c/span\u003e), endeavored to ascertain whether GEI seamlessly transitioned into GEB. However, intentions do not consistently translate into behavioral outcomes, resulting in the phenomenon known as the \"intention-action\" gap in entrepreneurship (Van Gelderen, Kautonen, \u0026amp; Fink, \u003cspan citationid=\"CR80\" class=\"CitationRef\"\u003e2015\u003c/span\u003e; Yi, \u003cspan citationid=\"CR86\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). For instance, Shirokova, Osiyevskyy, \u0026amp; Bogatyreva (\u003cspan citationid=\"CR69\" class=\"CitationRef\"\u003e2016\u003c/span\u003e), found that entrepreneurial intentions explained only 30% of the variance in subsequent behavior, and there is a lack of recent findings, particularly on green entrepreneurship (Yi, \u003cspan citationid=\"CR86\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). Nonetheless, there remains an urgent need to examine individual-contextual factors further to explore the tight relationship between GEI and behaviors. (Yi, \u003cspan citationid=\"CR86\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). Hence, it is intriguing to identify the most critical factors that determine the transformation of GEI into actual entrepreneurial behaviors.\u003c/p\u003e \u003cp\u003eDue to the significant impact of green entrepreneurship, many countries are paying close attention to it, encouraging and providing adequate facilities to entrepreneurs to foster green entrepreneurship. (Yi, \u003cspan citationid=\"CR86\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). Saudi Arabia (KSA), as one of the leading countries in combating climate change, has set an optimal vision to achieve net-zero emissions by 2060. This vision is explicitly outlined in the country's 2023 vision, where various initiatives are actively promoted to preserve the environment and promote green practices. Therefore, this study is dedicated to examining the crucial factors that determine GEI and how they translate into actual behaviors among university students in Saudi Arabia.\u003c/p\u003e"},{"header":"Literature review and conceptual framework","content":"\u003cp\u003eIn the present competitive and entrepreneurship arena, the cultivation of GEI and the manifestation of GEB stand out as pivotal challenges confronting organizations today. (Abdelwahed et al., \u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e2023\u003c/span\u003e; Hameed et al., \u003cspan citationid=\"CR39\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). Within higher education, the imperative to foster GEI and stimulate GEB is paramount for organizational fortification and the sustainability and resilience of businesses in an environmentally conscious era. (Li et al., \u003cspan citationid=\"CR50\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). The proactive embrace and cultivation of green entrepreneurship within academic institutions serve as a strategic shield for organizations and contribute substantially to the larger ecological and business ecosystem. In this regard, factors such as CTE, EM, UES, EE, and GCC are robust predictors of GEI and GEB, specifically among university students.\u003c/p\u003e \u003cp\u003eWith regard to CTE, it robustly enhances the GEI. Amankwah \u0026amp; Sesen (\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e2021\u003c/span\u003e) explore the relationship between gender equality in the workplace GEI and employee conduct, providing insights into the factors that impact commitment within this setting. (Abdelwahed et al., \u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e2023\u003c/span\u003e) posit that implementing green entrepreneurship can contribute to developing a more environmentally sustainable economy. Furthermore, their research suggests that this approach may also shed light on distinctive cultural elements that influence the relationship between individuals' commitment and their corresponding behaviors in Saudi Arabia. Similarly, Li et al. (\u003cspan citationid=\"CR50\" class=\"CitationRef\"\u003e2023\u003c/span\u003e) examine the augmentation of green entrepreneurial conduct through EE, utilization of technology, and the influence of environmental commitment on behavior. Yi (\u003cspan citationid=\"CR86\" class=\"CitationRef\"\u003e2021\u003c/span\u003e) suggests that the bond between GEI and behaviors is influenced by the mediating role of external institutional support and university entrepreneurship, providing a more detailed insight into the effects of commitment. The study conducted by Soomro \u0026amp; Shah (\u003cspan citationid=\"CR72\" class=\"CitationRef\"\u003e2022\u003c/span\u003e) emphasizes the empirical evaluation of the relationship between green entrepreneurship, the green market, and green innovation. The findings of this study provide evidence of a viable pathway that connects commitment to sustainable development. Alcock (\u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e2012\u003c/span\u003e) posits that individuals are driven by a solid dedication to fulfill their economic function. According to Abdelwahed et al. (\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e2023\u003c/span\u003e), individuals feel apprehension and actively seek solutions for various conditions. The existing body of literature provides evidence supporting the massive associations between commitment and gender equality initiatives (GEI).\u003c/p\u003e \u003cp\u003eLikewise, EM phenomena contribute significantly to the robust enhancement of GEI and EI. In their study, Cai, Chen, \u0026amp; Ayub (\u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e2023\u003c/span\u003e) Acknowledge the influence of spiritual intelligence and green mindfulness on the link between university students' GEI and conduct. Robichaud, McGraw, \u0026amp; Alain (\u003cspan citationid=\"CR61\" class=\"CitationRef\"\u003e2001\u003c/span\u003e) Assert that EM is crucial in establishing a corporate effort. The study conducted by Jwara \u0026amp; Hoque (\u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e2018\u003c/span\u003e) Provides empirical evidence supporting the bond between EM, GEI, and EI among entrepreneurs. The impact of motivation on an individual's conduct can lead to a transformative effect, prompting them to choose entrepreneurship as a viable career path (Alam, Kousar, \u0026amp; Rehman, \u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e2019\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eThe UES is significant concerning the GEI and EI (Bergmann, Hundt, \u0026amp; Sternberg, \u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e2016\u003c/span\u003e; Li et al., \u003cspan citationid=\"CR50\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). According to Alvarez-Risco et al. (\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e2021\u003c/span\u003e), the university plays a crucial role in supporting students and ultimately improving their GEI. Qazi et al. (\u003cspan citationid=\"CR60\" class=\"CitationRef\"\u003e2021\u003c/span\u003e) have found that several factors, including personality traits and the UES, significantly influence the GEI of students. The concept of an entrepreneurial university encompasses diverse viewpoints, with a shared acknowledgment of the significance of fostering EE and establishing an environment conducive to innovation and entrepreneurship (Su et al., \u003cspan citationid=\"CR73\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). Anjum et al. (\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e2020\u003c/span\u003e) Examined the relationship between GEI and its influence on creativity, entrepreneurship, and the level of support offered by universities. (Su et al., \u003cspan citationid=\"CR73\" class=\"CitationRef\"\u003e2021\u003c/span\u003e) emphasized the advantage of employing multilevel approaches to investigate the effects of individual attributes, university support initiatives, and institutional context on EI among university students. The experiential learning courses provided by universities offer students practical and hands-on experiences that contribute to the acquisition of skills and greatly influence their inclination toward entrepreneurial pursuits (Wagner et al., \u003cspan citationid=\"CR81\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). Yi (\u003cspan citationid=\"CR86\" class=\"CitationRef\"\u003e2021\u003c/span\u003e) Proposes that the improvement of GEI can be achieved by implementing UES and receiving external institutional assistance.\u003c/p\u003e \u003cp\u003eThe literature also recognizes the predictive power of EE towards GEI and GEB (Nuringsih \u0026amp; Puspitowati, \u003cspan citationid=\"CR56\" class=\"CitationRef\"\u003e2017\u003c/span\u003e; Santika et al., \u003cspan citationid=\"CR64\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). In Hong Kong, the effect of EE on engineering students' GEI is positive and significant (Sun et al., \u003cspan citationid=\"CR75\" class=\"CitationRef\"\u003e2017\u003c/span\u003e). Hameed et al. (\u003cspan citationid=\"CR39\" class=\"CitationRef\"\u003e2021\u003c/span\u003e) confirmed the analyst contribution of vocational education in developing attitudes and intentions. The empirical investigation of Bae et al. (\u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e2014\u003c/span\u003e) claims the predictive power of EE towards the GEI. The influential and significant effect of EE on GEI, behavioural entrepreneurial mindset and entrepreneurial attitudes among university students is suggested by domain literature (Kaur \u0026amp; Chawla, \u003cspan citationid=\"CR43\" class=\"CitationRef\"\u003e2023\u003c/span\u003e; Paliwal et al., \u003cspan citationid=\"CR57\" class=\"CitationRef\"\u003e2022\u003c/span\u003e; Yan, Huang, \u0026amp; Xiao, \u003cspan citationid=\"CR85\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). Cai, Hussain, \u0026amp; Zhang (\u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e2022\u003c/span\u003e) suggest a positive effect of EE on GEI among college students. The research was undertaken by (Do Paço et al., \u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e2015\u003c/span\u003e) reveals a significant impact of EE on the cultivation of sustainable EI. The study delves into the influence of educational backgrounds on the intricate connection between EE and individuals' intentions. Ashari et al. (\u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e2022\u003c/span\u003e) posit that the construct of EE has a moderating role in the association between EI and the attainment of sustainable development goals.\u003c/p\u003e \u003cp\u003eGCC is also an essential and substantial factor in enhancing GEI. The GCC refers to the propensity of consumers to dedicate their financial resources and time towards the purchase and use of environmentally friendly products and services (Al Mamun et al., \u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e2017\u003c/span\u003e; Laroche, Bergeron, \u0026amp; Barbaro-Forleo, \u003cspan citationid=\"CR48\" class=\"CitationRef\"\u003e2001\u003c/span\u003e). Chang et al. (\u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e2012\u003c/span\u003e) demonstrate the positive linkages between GCC and GEI. Laroche, Bergeron, \u0026amp; Barbaro‐Forleo (2001) propose that consumers who demonstrate a willingness to allocate more significant financial resources towards the purchase of environmentally friendly items can substantially influence EI about sustainability.\u003c/p\u003e \u003cp\u003eResearch by Wang, Shen, \u0026amp; Chu (\u003cspan citationid=\"CR83\" class=\"CitationRef\"\u003e2021\u003c/span\u003e) China suggests a robust and positive correlation between environmental awareness and consumers' intention to engage in green consumption. Chang et al. (\u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e2012\u003c/span\u003e) suggests that consumers' adoption of green consumption practices may be attributed to three fundamental perspectives: environmental concern, economic reality, and social concerns. The works of Amankwah \u0026amp; Sesen (\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e2021\u003c/span\u003e); Shahid \u0026amp; Reynaud (\u003cspan citationid=\"CR66\" class=\"CitationRef\"\u003e2022\u003c/span\u003e) provide a direct examination of the relationship in question. Besides, insights from various other studies, particularly those that investigate green consumption behavior and attitudes, offer valuable perspectives on how commitments to green consumption can impact environmental sustainability. The research conducted by Al Mamun et al. (\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e2017\u003c/span\u003e); Al Mamun et al. (\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2018\u003c/span\u003e) demonstrates the substantial impact of commitments to green consumption on GEI.\u003c/p\u003e \u003cp\u003eGEI and GEB are positively connected Ajzen (\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e1991\u003c/span\u003e); Krueger, Reilly, \u0026amp; Carsrud (\u003cspan citationid=\"CR47\" class=\"CitationRef\"\u003e2000\u003c/span\u003e). Yi (\u003cspan citationid=\"CR86\" class=\"CitationRef\"\u003e2021\u003c/span\u003e) posits that there is a positive bond between GEI and GEB. The study conducted by Abdelwahed \u0026amp; Soomro (\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2023\u003c/span\u003e) provides valuable contributions to understanding environmental risk perceptions and constructed environmental behaviors of GEI. The research conducted by Li, Murad, \u0026amp; Ashraf (\u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e2023\u003c/span\u003e) provides empirical evidence supporting the mediating role of GEB in facilitating the bond between women entrepreneurs' ambitions and the availability of institutional and social support. Based on the findings of (Kautonen et al., \u003cspan citationid=\"CR44\" class=\"CitationRef\"\u003e2015\u003c/span\u003e), a significant association exists between an individual's inclination to participate in GEB and their probability of commencing entrepreneurial endeavors. Ajzen (\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e1991\u003c/span\u003e) theory of planned behavior posits a positive correlation between an individual's intention to engage in green entrepreneurship and their likelihood of successfully executing the related actions. The existing body of literature consistently underscores the favorable impact of critical factors such as EE, UES, EM, and GCC on the development of GEI and EI across various contexts (Alam, Kousar, \u0026amp; Rehman, \u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e2019\u003c/span\u003e; Soomro, Ghumro, \u0026amp; Shah, \u003cspan citationid=\"CR70\" class=\"CitationRef\"\u003e2020\u003c/span\u003e; Suleman, Amponsah-Tawiah, \u0026amp; Ametorwo, \u003cspan citationid=\"CR74\" class=\"CitationRef\"\u003e2023\u003c/span\u003e; Wang, Shen, \u0026amp; Chu, \u003cspan citationid=\"CR83\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). Furthermore, there is a consistent pattern in the literature suggesting a predictive relationship between GEI and GEB (Anjum et al., \u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e2020\u003c/span\u003e; Wang, Shen, \u0026amp; Chu, \u003cspan citationid=\"CR83\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Yi, \u003cspan citationid=\"CR86\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). However, more research is still needed to warrant exploration. Specifically, there is a need for an integrated approach that considers the combined influence of EE, UES, CTE, EM, CSR, and GCC in developing both GEI and GEB, particularly within the unique context of university students.\u003c/p\u003e \u003cp\u003eGiven these identified gaps and the established relationships in the literature, we propose a comprehensive model (see Fig.\u0026nbsp;\u003cspan refid=\"Fig1\" class=\"InternalRef\"\u003e1\u003c/span\u003e) for empirical testing among university students. This model seeks to illuminate the interplay of EE, UES, EM, GCC, and CTE in shaping both GEI and GEB in the context of university students.\u003c/p\u003e \u003cp\u003e \u003c/p\u003e \u003cdiv id=\"Sec3\" class=\"Section2\"\u003e \u003cdiv id=\"Sec4\" class=\"Section3\"\u003e \u003c/div\u003e \u003c/div\u003e"},{"header":"Hypotheses development","content":"\u003ch2\u003e3.1 Commitment to the environment (CTE) and green entrepreneurial intention (GEI)\u003c/h2\u003e\u003cp\u003eDedicated environmentalists engage in positive actions rather than passively observing environmental damage. According to Alcock (\u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e2012\u003c/span\u003e), individuals are compelled to fulfill their role within the economy due to their strong dedication. Individuals have a sense of apprehension and try to identify remedies for circumstances (Abdelwahed et al., \u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). This sentiment leads to a motivation to establish sustainable enterprises to protect the environment. Bergmann, Hundt, \u0026amp; Sternberg (\u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e2016\u003c/span\u003e) further emphasized the significance of individual characteristics in initiating green entrepreneurial endeavors. The literature confirms the positive links between commitment and (GEI). Amankwah \u0026amp; Sesen (\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e2021\u003c/span\u003e) delve into the connection between GEI and behavior, shedding light on the dynamics influencing commitment in this context. According to Abdelwahed et al. (\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e2023\u003c/span\u003e), green entrepreneurship helps shape a greener economy and uncover unique cultural factors affecting the commitment-behavior nexus in Saudi Arabia. Similarly, Li et al. (\u003cspan citationid=\"CR50\" class=\"CitationRef\"\u003e2023\u003c/span\u003e) investigate enhancing green entrepreneurial behavior through EE, technology use, and environmental commitment through commitment impacts behavior. The empirical assessment of Soomro et al. (\u003cspan citationid=\"CR71\" class=\"CitationRef\"\u003e2024\u003c/span\u003e) emphasizes the link between green entrepreneurship, the green market, and green innovation, providing a pathway to connect commitment with sustainable development. Wang, Shen, \u0026amp; Chu (\u003cspan citationid=\"CR83\" class=\"CitationRef\"\u003e2021\u003c/span\u003e) exert the positive contribution of commitment alongside other psychological factors in fostering GEI amid the challenges posed by COVID-19. Moreover, researchers like Gbadamosi \u0026amp; Nwosu (\u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e2011\u003c/span\u003e); Soomro, Ghumro, \u0026amp; Shah (\u003cspan citationid=\"CR70\" class=\"CitationRef\"\u003e2020\u003c/span\u003e); Suleman, Amponsah-Tawiah, \u0026amp; Ametorwo (\u003cspan citationid=\"CR74\" class=\"CitationRef\"\u003e2023\u003c/span\u003e) claim that organizational commitment in the context of EI (employee environmental commitment and its impact on green HRM practices and turnover intentions.\u003c/p\u003e\u003cp\u003eAs a result, the above literature provides the positive role of commitment in enhancing GEI in several contexts. However, university students could be rooted in several ways. Firstly, understanding dynamics within a specific university context is valuable for tailoring interventions and policies that align with students' unique characteristics and challenges in that setting. University students may have distinct cultural, educational, and environmental attributes that influence the formation of GEI and students' commitment towards environmentally sustainable practices. Secondly, focusing on a specific university allows for a more targeted examination of the role of educational institutions in shaping GEI. The university environment plays a crucial role in fostering an entrepreneurial mindset, and investigating how commitment within this context influences GEI can provide actionable insights for educators, administrators, and policymakers. Third, studying the relationship between CTE and GEI among university students can inform the development of targeted educational programs and support mechanisms. Thus, we proposed:\u003c/p\u003e\u003cp\u003e \u003cem\u003eH1. CTE positively affects GEI among university students.\u003c/em\u003e \u003c/p\u003e\n\u003ch3\u003e3.2 Entrepreneurial motivation (EM) and green entrepreneurial intention (GEI)\u003c/h3\u003e\n\u003cp\u003eThe role of individual motivation in facilitating the acquisition of skills and the initiation of a new entrepreneurial endeavor is significant. Jwara \u0026amp; Hoque (\u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e2018\u003c/span\u003e) conducted a study. Entrepreneurs are propelled by their incentive to engage in strategic formulation and participate in entrepreneurial activities crucial to establishing sustainable ventures (Collins, Hanges, \u0026amp; Locke, \u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e2004\u003c/span\u003e; Krueger, Reilly, \u0026amp; Carsrud, \u003cspan citationid=\"CR47\" class=\"CitationRef\"\u003e2000\u003c/span\u003e). According to (Van der Zwan, Verheul, \u0026amp; Thurik, \u003cspan citationid=\"CR79\" class=\"CitationRef\"\u003e2012\u003c/span\u003e), within the framework of entrepreneurship, individuals' driving forces and cognitive interpretation play a crucial role in facilitating entrepreneurial endeavors. Motivation can influence and alter an individual's behavior, catalyzing their decision to pursue a new entrepreneurial work as a career option (Alam, Kousar, \u0026amp; Rehman, \u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e2019\u003c/span\u003e). Cai, Chen, \u0026amp; Ayub (\u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e2023\u003c/span\u003e) have acknowledged the impact of spiritual intelligence and green mindfulness on the link between GEI and behavior among university students in a comparable context. According to Prabowo, Ikhsan, \u0026amp; Yuniarty (\u003cspan citationid=\"CR59\" class=\"CitationRef\"\u003e2022\u003c/span\u003e), sustainability awareness among university students is also projected to influence the GEI. According to Robichaud, McGraw, \u0026amp; Alain (\u003cspan citationid=\"CR61\" class=\"CitationRef\"\u003e2001\u003c/span\u003e)EM is recognized as a significant determinant of establishing a company endeavor. Research has indicated that individuals favorably motivated by their personal needs exhibit a solid inclination to actively pursue desired results, such as demonstrating commitment toward establishing a sustainable environment. Furthermore, Hameed et al. (\u003cspan citationid=\"CR39\" class=\"CitationRef\"\u003e2021\u003c/span\u003e) explained creativity as encompassing creative behaviors, as the human mind inherently relies on it. Consequently, entrepreneurial acts aimed at generating problem-solving solutions are considered crucial, surpassing the mere act of introducing novelty (Townsend, Busenitz, \u0026amp; Arthurs, \u003cspan citationid=\"CR78\" class=\"CitationRef\"\u003e2010\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eThe above literature demonstrates a positive contribution of EM in developing GEI in several contexts and the presence of many constructs. However, testing these relationships among university students in Saudi Arabia is essential due to the increasing emphasis on sustainability within the Saudi Vision 2030 framework. As universities are at the forefront of educational institutions in the country, understanding how EM influences GEI among its students is crucial for fostering a sustainable entrepreneurship culture. Thus, we suggest:\u003c/p\u003e \u003cp\u003e \u003cem\u003eH2. EM positively affects GEI among university students.\u003c/em\u003e \u003c/p\u003e\n\u003ch3\u003e3.3 Université entrepreneurial support (UES) and green entrepreneurial intention (GEI)\u003c/h3\u003e\n\u003cp\u003eThe support provided by universities in the establishment of new firms holds considerable importance (Bergmann, Hundt, \u0026amp; Sternberg, \u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e2016\u003c/span\u003e; Etzkowitz, \u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e2004\u003c/span\u003e). The existing body of research provides evidence to support the university's decision to prioritize the cultivation of ecological values among students by implementing green entrepreneurial support systems, which encompass various activities aimed at developing green entrepreneurship. According to (Su et al., \u003cspan citationid=\"CR73\" class=\"CitationRef\"\u003e2021\u003c/span\u003e), the use of multilevel solutions is beneficial for mitigating the impact of individual characteristics, university assistance programs, and institutional environment on EI among students. Experiential learning programs offered by universities afford students practical, hands-on experiences that facilitate the development of skills and have a significant impact on their propensity for engaging in entrepreneurial endeavors (Wagner et al., \u003cspan citationid=\"CR81\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). The notion of an entrepreneurial university encompasses a range of viewpoints. At the same time, there is general agreement regarding the significance of fostering entrepreneurial education and cultivating an atmosphere that facilitates innovation and entrepreneurship (Su et al., \u003cspan citationid=\"CR73\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). According to Anjum et al. (\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e2021\u003c/span\u003e), the provision of support by universities can potentially influence individuals to engage in entrepreneurial endeavours. Yi (\u003cspan citationid=\"CR86\" class=\"CitationRef\"\u003e2021\u003c/span\u003e) suggests an enhancement of GEI through UES and external institutional support. In the perception of Alvarez-Risco et al. (\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e2021\u003c/span\u003e), there is great significance of a university that supports students, ultimately enhancing their GEI. Factors such as personality traits and UES substantially affect students' GEI (Qazi et al., \u003cspan citationid=\"CR60\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). Similarly, Anjum et al. (\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e2020\u003c/span\u003e) explore EI, focusing on creativity, entrepreneurship, and university support. The study underscores the interplay between academic support and individual characteristics, showcasing the importance of a holistic approach to fostering EI. UES, along with the TPB (subjective norms, attitude, and perceived behavioural control), had a meaningful role in enhancing EI among Chinese university students (Su et al., \u003cspan citationid=\"CR73\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). The empirical assessment of Lu, Song, \u0026amp; Pan (\u003cspan citationid=\"CR53\" class=\"CitationRef\"\u003e2021\u003c/span\u003e) also demonstrates the positive effect of UES in developing college students' EI in China.\u003c/p\u003e \u003cp\u003eThe existing literature consistently indicates a positive relationship between UES and GEI among university students. Considering this, we intend to investigate and confirm the association between UES and GEI, specifically among university students. Therefore:\u003c/p\u003e \u003cp\u003e \u003cem\u003eH3. UES positively affects GEI among university students.\u003c/em\u003e \u003c/p\u003e\n\u003ch3\u003e3.4 Entrepreneurial education (EE) and green entrepreneurial intention (GEI)\u003c/h3\u003e\n\u003cp\u003eEE is the significant predictor of GEI and EI in literature. Particularly among students, EE favours and enhances EI and GEI. For instance, Santika et al. (\u003cspan citationid=\"CR64\" class=\"CitationRef\"\u003e2022\u003c/span\u003e) the study provides a comprehensive overview, offering valuable insights into the potential mechanisms through which EE positively influences students' intentions toward environmentally sustainable entrepreneurship. Nuringsih \u0026amp; Puspitowati (\u003cspan citationid=\"CR56\" class=\"CitationRef\"\u003e2017\u003c/span\u003e) assert that factors influencing students' eco-entrepreneurial intention can be strengthened by implementing EE. Cai, Hussain, \u0026amp; Zhang (\u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e2022\u003c/span\u003e) used a fuzzy set qualitative comparison analysis to examine the impact of EE on the GEI among college students. Their study findings demonstrate a noteworthy positive impact of EE on the advancement of GEI. Nuringsih et al. (\u003cspan citationid=\"CR55\" class=\"CitationRef\"\u003e2019\u003c/span\u003e) explore the notion of GEI, with a particular focus on the perceived triple bottom line among female students. The study finds a positive effect of EE in developing sustainable GEI and educational backgrounds that nuanced the relationship between EE and actual intentions (Do Pa\u0026ccedil;o et al., \u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e2015\u003c/span\u003e). According to Ashari et al. (\u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e2022\u003c/span\u003e), EE moderates the relationship between EI and sustainable development goals. Among commerce students in Pakistan, the need for achievement, EE, and entrepreneurial self-efficacy enhance EI (Soomro \u0026amp; Shah, \u003cspan citationid=\"CR72\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). Sun et al. (\u003cspan citationid=\"CR75\" class=\"CitationRef\"\u003e2017\u003c/span\u003e) underline the positive effect of EE on engineering students' EI in Hong Kong. Based on a meta-analytic review, a comprehensive overview of (Bae et al., \u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e2014\u003c/span\u003e) also confirms the predictive power of EE towards the EI. Well-known scholars like Kaur \u0026amp; Chawla (\u003cspan citationid=\"CR43\" class=\"CitationRef\"\u003e2023\u003c/span\u003e); Paliwal et al. (\u003cspan citationid=\"CR57\" class=\"CitationRef\"\u003e2022\u003c/span\u003e); Yan, Huang, \u0026amp; Xiao (\u003cspan citationid=\"CR85\" class=\"CitationRef\"\u003e2023\u003c/span\u003e) demonstrate the effective and positive influence of EE on EI, behavioral entrepreneurial mindset, and entrepreneurial attitudes among university students.\u003c/p\u003e \u003cp\u003eWhile the positive impact of EE on GEI and EI has been well-established among university students, there still needs to be a noticeable gap in confirming these relationships, specifically among university students. The current literature provides comprehensive evidence supporting the notion that EE enhances both green entrepreneurial and general EI. Yet, the applicability of these findings to the unique context of university students needs to be explored. Addressing this gap, we proposed:\u003c/p\u003e \u003cp\u003e \u003cem\u003eH4. EE positively affects GEI among university students.\u003c/em\u003e \u003c/p\u003e \u003cdiv id=\"Sec8\" class=\"Section2\"\u003e \u003ch2\u003e3.5 Green consumption commitment (GCC) and green entrepreneurial intention (GEI)\u003c/h2\u003e \u003cp\u003eThe research under consideration employs the idea of green consumption, which pertains to the consumption patterns of individuals who prioritize products with environmentally friendly features, as outlined by (Al Mamun et al., \u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e2017\u003c/span\u003e). Chang et al. (\u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e2012\u003c/span\u003e) believes that the primary drivers behind consumers adopting green consumption practices are rooted in three essential perspectives: environmental concern, economic reality, and social considerations. The concept of the GCC can be described as consumers' willingness and behavioral inclination to allocate their financial resources and time towards the purchase and use of environmentally friendly services and products (Laroche, Bergeron, \u0026amp; Barbaro-Forleo, \u003cspan citationid=\"CR48\" class=\"CitationRef\"\u003e2001\u003c/span\u003e). Amankwah \u0026amp; Sesen (\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e2021\u003c/span\u003e); Shahid \u0026amp; Reynaud (\u003cspan citationid=\"CR66\" class=\"CitationRef\"\u003e2022\u003c/span\u003e) directly address the relationship, while insights from other studies, especially those examining green consumption behavior and attitudes, offer valuable perspectives on how commitments to green consumption may influence EI in environmentally sustainable directions. Al Mamun et al. (\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e2017\u003c/span\u003e); Al Mamun et al. (\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2018\u003c/span\u003e) show the positive effect of commitments to green consumption on EI. In a similar dimension, Chang et al. (\u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e2012\u003c/span\u003e) focus on entrepreneurship capabilities and regional innovation. The findings did not prove the direct link between GCC and GEI. According to Laroche, Bergeron, \u0026amp; Barbaro‐Forleo (2001), suggest that consumers who are willing to pay a premium for environmentally friendly products have a potential impact on EI related to sustainability. In China, green consumption attitude-intention positively and significantly affects EI (Wang, Shen, \u0026amp; Chu, \u003cspan citationid=\"CR83\" class=\"CitationRef\"\u003e2021\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eIn the existing literature, the relationship between GCC, EI, and GEI has been explored with mixed findings, predicting both positive and negative associations. However, there needs to be a notable gap in understanding the moderating role of GCC in shaping the dynamics between GEI, EI, and actual behavior. While several studies have examined the direct influence of GCC on EI, the intricate interplay with GCC still needs to be studied. Hence, we proposed:\u003c/p\u003e \u003cp\u003e \u003cem\u003eH5. GCC positively affects GEI among university students.\u003c/em\u003e \u003c/p\u003e \u003c/div\u003e\n\u003ch3\u003e3.5 Green entrepreneurial Intention (GEI) and green entrepreneurial behavior (GEB)\u003c/h3\u003e\n\u003cp\u003eThe predictive power of intentions in determining intended behavior is extensively acknowledged in the literature (Ajzen, \u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e1991\u003c/span\u003e; Krueger, Reilly, \u0026amp; Carsrud, \u003cspan citationid=\"CR47\" class=\"CitationRef\"\u003e2000\u003c/span\u003e). The term \u0026ldquo;EI\u0026rdquo; is commonly defined as establishing a new company enterprise, as described by (Krueger, \u003cspan citationid=\"CR46\" class=\"CitationRef\"\u003e1993\u003c/span\u003e). EI has gained significant attention in entrepreneurship studies due to the perception that entrepreneurship is primarily driven by deliberate actions (Li\u0026ntilde;\u0026aacute;n \u0026amp; Fayolle, \u003cspan citationid=\"CR52\" class=\"CitationRef\"\u003e2015\u003c/span\u003e). According to Yi (\u003cspan citationid=\"CR86\" class=\"CitationRef\"\u003e2021\u003c/span\u003e), GEI positively predicts GEB. Abdelwahed \u0026amp; Soomro (\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2023\u003c/span\u003e) contribute insights into environmental risk perceptions and built environmental behaviors through GEI. The study of Li, Murad, \u0026amp; Ashraf (\u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e2023\u003c/span\u003e) confirms the mediation effect of GEB in developing connections between women entrepreneurs' intentions and university and social support. Likewise, Awallia \u0026amp; Famiola (\u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e2021\u003c/span\u003e) found the predictive power of GEB towards GEI. Scholars argue that entrepreneurial behaviors directly result from individuals' intentions (Fayolle, Li\u0026ntilde;\u0026aacute;n, \u0026amp; Moriano, \u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e2014\u003c/span\u003e; Krueger, Reilly, \u0026amp; Carsrud, \u003cspan citationid=\"CR47\" class=\"CitationRef\"\u003e2000\u003c/span\u003e). Ajzen's TPB is a commonly utilized framework in predicting behavioral intentions. This theory builds upon Fishbein's (1988) theory of reasoned action by conceptualizing intention as the individual's preparedness to participate in entrepreneurial behavior or their dedication to establishing a new business (Bae et al., \u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e2014\u003c/span\u003e; Krueger, Reilly, \u0026amp; Carsrud, \u003cspan citationid=\"CR47\" class=\"CitationRef\"\u003e2000\u003c/span\u003e). This idea provides clear evidence of a substantial positive impact of intentions on subsequent entrepreneurial behavior, as supported by various studies (Kautonen et al., \u003cspan citationid=\"CR44\" class=\"CitationRef\"\u003e2015\u003c/span\u003e; Shinnar et al., \u003cspan citationid=\"CR68\" class=\"CitationRef\"\u003e2018\u003c/span\u003e). According to Kautonen et al. (\u003cspan citationid=\"CR44\" class=\"CitationRef\"\u003e2015\u003c/span\u003e), there is a positive correlation between an individual's intention to engage in GEB and their likelihood of initiating start-up activities. It indicates the commitment and dedication that said individual is prepared to allocate towards their commercial undertakings (Van Gelderen, Kautonen, \u0026amp; Fink, \u003cspan citationid=\"CR80\" class=\"CitationRef\"\u003e2015\u003c/span\u003e). According to Schlaegel \u0026amp; Koenig (\u003cspan citationid=\"CR65\" class=\"CitationRef\"\u003e2014\u003c/span\u003e), research on entrepreneurial behavior characterizes launching a new enterprise as a purposeful and intentional choice made by individuals. Likewise, green entrepreneurship may be marked as a deliberate and strategic endeavor, encompassing a multifaceted progression with several phases. In the preliminary stage, an individual becomes a green entrepreneur by cultivating a specific degree of GEI.\u003c/p\u003e \u003cp\u003eConsequently, the association between GEI and GEB at universities still needs confirmation. The dynamics of EI and behavior can be influenced by contextual variables, such as the university's unique support systems, curriculum, and entrepreneurial programs. Moreover, literature might need more specific studies or empirical evidence that directly addresses the correlation between GEI and GEB within the framework of universities. Therefore, to establish a robust understanding of this association and its nuances within the university setting, we suggest:\u003c/p\u003e \u003cp\u003e \u003cem\u003eH6. GEI positively affects GEB among university students.\u003c/em\u003e \u003c/p\u003e"},{"header":"Methodology","content":"\u003cdiv id=\"Sec11\" class=\"Section2\"\u003e \u003ch2\u003e3.1 Population\u003c/h2\u003e \u003cp\u003eTo gather relevant data, the researchers recruited participants in February 2023. They primarily utilized university mailing lists and social media platforms to reach students currently enrolled at Saudi Arabian universities. While this approach doesn't guarantee a statistically representative sample (due to convenience sampling), it ensures participants are aligned with the research objectives and could provide valuable, detailed information. Data collection was facilitated through an online questionnaire, ensuring equal participation opportunities for all university students. By focusing on educated consumers as the sample, the study aimed to collect precise and insightful data, recognizing prior research suggesting that students with lower education levels in rural areas might have restricted familiarity with environmental subjects (Paul, Modi, \u0026amp; Patel, \u003cspan citationid=\"CR58\" class=\"CitationRef\"\u003e2016\u003c/span\u003e). Thus, the study aimed to achieve its objectives by gathering information from students.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec12\" class=\"Section2\"\u003e \u003ch2\u003e3.2 Sample size\u003c/h2\u003e \u003cp\u003eTo ensure sufficient data for robust analysis of relationships between variables, this study followed Gurău (\u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e2012\u003c/span\u003e) recommendation of a 15–20 observations per variable ratio. Initially, 540 students from various universities participated. However, to minimize bias and inaccuracies, only 441 responses with complete data were included in the final analysis Table\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e. The focus on students reflects their significant market presence and projected future dominance as the market evolves (Dilotsotlhe, \u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). Following established consumer behavior research, a convenience sampling approach was employed (Yadav \u0026amp; Pathak, \u003cspan citationid=\"CR84\" class=\"CitationRef\"\u003e2017\u003c/span\u003e). This cost-effective and time-efficient method is practical, but limitations in generalizability are acknowledged due to its non-probability nature (Burakauskaitė \u0026amp; Čiginas, \u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e2023\u003c/span\u003e).\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec13\" class=\"Section2\"\u003e \u003ch2\u003e3.3 Measures and Data Analysis\u003c/h2\u003e \u003cp\u003eThe study used pre-validated questionnaire scales, adjusted slightly to fit the research goals. A five-point Likert scale was chosen for its advantages. This format allows participants to express clear opinions and capture various aspects through multiple statements. This flexibility simplifies data categorization. Additionally, the scale minimizes measurement errors, enhancing both validity and reliability (Hair et al., \u003cspan citationid=\"CR37\" class=\"CitationRef\"\u003e2014\u003c/span\u003e). The specific questionnaire content is detailed in Appendix A. Partial Least Squares-Structural Equation Modeling (PLS-SEM) software, specifically SmartPLS.3, was utilized to validate the constructed model through the measurement model and structural model. Bootstrapping, as advocated by Hair et al. (\u003cspan citationid=\"CR37\" class=\"CitationRef\"\u003e2014\u003c/span\u003e), was employed to determine the significance levels for both path coefficients and loadings in the model.\u003c/p\u003e \u003c/div\u003e"},{"header":"Findings","content":"\u003ch2\u003e4.1 Respondents’ profiles\u003c/h2\u003e\u003cp\u003eThe findings presented in Table\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e show the distribution of respondents based on various demographic factors, namely Gender, Age, Education, and Income. The study includes both male and female participants, with 42.4% being male and 57.6% being female. This indicates that there were slightly more female respondents than male respondents in the study sample. The majority fall within the age range of 21–25 years, constituting 62.8% of the total sample. Those aged less than 20 years make up 29.5% of the sample, while individuals aged between 26–30 years represent 6.6% of the sample. A very small proportion, only 1.1%, are over 31 years old. For education background, the most significant proportion, 86.6%, have undergraduate degrees, while 12.0% hold diplomas. and 1.1% have attained a master’s degree, and 0.2% have a Ph.D. Respondents' income, the majority, 82.3%, earn less than 2000 units. A small percentage, 6.3%, earn between 2001 and 3000 units. 2.0% earn between 3001 and 4000 units, while 9.3% earn more than 4001 units.\u003c/p\u003e\u003cdiv class=\"gridtable\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eRespondents’ demographic\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e\u003ccolgroup cols=\"3\"\u003e\u003c/colgroup\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eFactors\u003c/p\u003e \u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eFrequency\u003c/p\u003e \u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003ePercentage\u003c/p\u003e \u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eGender\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e187\u003c/p\u003e \u003cp\u003e254\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e42.4\u003c/p\u003e \u003cp\u003e57.6\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eAge\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eLess than 20 years\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e130\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e29.5\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e21–25 years\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e277\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e62.8\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e26–30 years\u003c/p\u003e \u003cp\u003eMore than 31\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e29\u003c/p\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e6.6\u003c/p\u003e \u003cp\u003e1.1\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eEducation\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eDiploma\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e53\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e12.0\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eUndergraduate\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e382\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e86.6\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eMaster\u003c/p\u003e \u003cp\u003ePh.D\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e5\u003c/p\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e1.1\u003c/p\u003e \u003cp\u003e0.2\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eIncome\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eLess than 2000\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e363\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e82.3\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eBetween 2001–3000\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e28\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e6.3\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eBetween 3001–4000\u003c/p\u003e \u003cp\u003eMore than 4001\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e9\u003c/p\u003e \u003cp\u003e41\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e2.0\u003c/p\u003e \u003cp\u003e9.3\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/table\u003e\u003c/div\u003e\u003ch2\u003e4.2 Measurement model\u003c/h2\u003e\u003cp\u003eThis study used PLS-SEM to assess the measurement model. PLS-SEM examines relationships between underlying concepts (latent constructs) and the measurable variables used to represent them. The focus is on maximizing how well these variables capture the intended concepts. To ensure the model's validity and reliability, the researchers employed various metrics. Cronbach's Alpha (CA) assessed the internal consistency of each construct's measures. All CA values exceeded 0.8, indicating strong internal consistency (Hair et al., \u003cspan citationid=\"CR37\" class=\"CitationRef\"\u003e2014\u003c/span\u003e). Furthermore, both Composite Reliability (CR) and Average Variance Extracted (AVE) evaluated the overall reliability and validity of the measurement instruments. CR values surpassed 0.8 for all constructs, demonstrating high reliability. Additionally, AVE values ranged from 0.519 to 0.812, exceeding the recommended threshold of 0.5, which confirms convergent validity(Fornell \u0026amp; Larcker, \u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e1981\u003c/span\u003e). These assessments are summarized in Table\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e.\u003c/p\u003e\u003cdiv class=\"gridtable\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e\u003ctable float=\"Yes\" id=\"Tab2\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 2\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eValidity and Reliability\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e\u003ccolgroup cols=\"6\"\u003e\u003c/colgroup\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eConstructs\u003c/p\u003e \u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eItems\u003c/p\u003e \u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eLoadings\u003c/p\u003e \u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eCA\u003c/p\u003e \u003c/th\u003e\u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eCR\u003c/p\u003e \u003c/th\u003e\u003cth align=\"left\" colname=\"c6\"\u003e \u003cp\u003eAVE\u003c/p\u003e \u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eCommitment to the environment (CTE)\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eCTE1\u003c/p\u003e \u003cp\u003eCTE2\u003c/p\u003e \u003cp\u003eCTE3\u003c/p\u003e \u003cp\u003eCTE4\u003c/p\u003e \u003cp\u003eCTE5\u003c/p\u003e \u003cp\u003eCTE6\u003c/p\u003e \u003cp\u003eCTE7\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0.570\u003c/p\u003e \u003cp\u003e0.594\u003c/p\u003e \u003cp\u003e0.823\u003c/p\u003e \u003cp\u003e0.795\u003c/p\u003e \u003cp\u003e0.746\u003c/p\u003e \u003cp\u003e0.688\u003c/p\u003e \u003cp\u003e0.785\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.842\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.881\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.519\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eEntrepreneurial motivation (EM)\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eEM1\u003c/p\u003e \u003cp\u003eEM2\u003c/p\u003e \u003cp\u003eEM3\u003c/p\u003e \u003cp\u003eEM4\u003c/p\u003e \u003cp\u003eEM5\u003c/p\u003e \u003cp\u003eEM6\u003c/p\u003e \u003cp\u003eEM7\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0.866\u003c/p\u003e \u003cp\u003e0.860\u003c/p\u003e \u003cp\u003e0.565\u003c/p\u003e \u003cp\u003e0.524\u003c/p\u003e \u003cp\u003e0.740\u003c/p\u003e \u003cp\u003e0.854\u003c/p\u003e \u003cp\u003e0.809\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.871\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.901\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.574\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eEntrepreneurship education (EE)\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eED1\u003c/p\u003e \u003cp\u003eED2\u003c/p\u003e \u003cp\u003eED3\u003c/p\u003e \u003cp\u003eED4\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0.843\u003c/p\u003e \u003cp\u003e0.905\u003c/p\u003e \u003cp\u003e0.892\u003c/p\u003e \u003cp\u003e0.903\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.908\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.936\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.785\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eGreen Consumption Commitment (GCC)\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eGCC1\u003c/p\u003e \u003cp\u003eGCC2\u003c/p\u003e \u003cp\u003eGCC3\u003c/p\u003e \u003cp\u003eGCC4\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0.903\u003c/p\u003e \u003cp\u003e0.916\u003c/p\u003e \u003cp\u003e0.897\u003c/p\u003e \u003cp\u003e0.872\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.919\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.943\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.805\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eGreen entrepreneurial behavior (GEB)\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eGEB1\u003c/p\u003e \u003cp\u003eGEB2\u003c/p\u003e \u003cp\u003eGEB3\u003c/p\u003e \u003cp\u003eGEB4\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0.878\u003c/p\u003e \u003cp\u003e0.879\u003c/p\u003e \u003cp\u003e0.772\u003c/p\u003e \u003cp\u003e0.860\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.869\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.911\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.720\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eGreen entrepreneurial intention (GEI)\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eGEI1\u003c/p\u003e \u003cp\u003eGEI2\u003c/p\u003e \u003cp\u003eGEI3\u003c/p\u003e \u003cp\u003eGEI4\u003c/p\u003e \u003cp\u003eGEI5\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0.861\u003c/p\u003e \u003cp\u003e0.845\u003c/p\u003e \u003cp\u003e0.912\u003c/p\u003e \u003cp\u003e0.905\u003c/p\u003e \u003cp\u003e0.845\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.922\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.942\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.764\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eUniversity entrepreneurial support (UES)\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eUES1\u003c/p\u003e \u003cp\u003eUES2\u003c/p\u003e \u003cp\u003eUES3\u003c/p\u003e \u003cp\u003eUES4\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0.870\u003c/p\u003e \u003cp\u003e0.919\u003c/p\u003e \u003cp\u003e0.932\u003c/p\u003e \u003cp\u003e0.881\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.922\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.945\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.812\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/table\u003e\u003c/div\u003e\u003cp\u003eIn research, a measure's discriminant validity shows how well it captures a unique concept compared to similar ones. Hair et al. (\u003cspan citationid=\"CR37\" class=\"CitationRef\"\u003e2014\u003c/span\u003e) define it as \"the extent to which the measure is adequately distinguishable from related constructs within the nomological net.\" This study adopted the approach of Fornell \u0026amp; Larcker (\u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e1981\u003c/span\u003e), which examines the square roots of latent construct values. The study established discriminant validity, meaning the constructs are distinct. This is shown in Table\u0026nbsp;\u003cspan refid=\"Tab3\" class=\"InternalRef\"\u003e3\u003c/span\u003e, where the square root of each construct's AVE (average variance extracted) is more significant than 0.5. Additionally, Hair et al. (\u003cspan citationid=\"CR36\" class=\"CitationRef\"\u003e2017\u003c/span\u003e) suggest that correlations between constructs should be lower than the square root of their AVE. Table\u0026nbsp;\u003cspan refid=\"Tab3\" class=\"InternalRef\"\u003e3\u003c/span\u003e confirms that all constructs meet this criterion, further supporting discriminant validity.\u003c/p\u003e\u003cdiv class=\"gridtable\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c8\" colnum=\"8\"\u003e\u003c/div\u003e\u003ctable float=\"Yes\" id=\"Tab3\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 3\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eFornel Larcker-Discriminant validity\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e\u003ccolgroup cols=\"8\"\u003e\u003c/colgroup\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eConstructs\u003c/p\u003e \u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/th\u003e\u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/th\u003e\u003cth align=\"left\" colname=\"c6\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/th\u003e\u003cth align=\"left\" colname=\"c7\"\u003e \u003cp\u003e6\u003c/p\u003e \u003c/th\u003e\u003cth align=\"left\" colname=\"c8\"\u003e \u003cp\u003e7\u003c/p\u003e \u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eCommitment to the environment\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e\u003cb\u003e0.750\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eEntrepreneurial motivation\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e0.717\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e\u003cb\u003e0.757\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eEntrepreneurship education\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e0.731\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.699\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e\u003cb\u003e0.886\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eGreen consumption commitment\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e0.725\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.629\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.591\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e\u003cb\u003e0.897\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eGreen entrepreneurial behaviour\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e0.702\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.661\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.603\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.755\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e\u003cb\u003e0.848\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eGreen entrepreneurial intention\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e0.732\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.698\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.631\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.804\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.825\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e\u003cb\u003e0.874\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eUniversity entrepreneurial support\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e0.630\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.582\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.627\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.654\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.596\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e0.636\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e \u003cp\u003e\u003cb\u003e0.901\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/table\u003e\u003c/div\u003e\u003ch2\u003e4.3 Structural model\u003c/h2\u003e\u003cp\u003eIn our study, we employed (PLS-SEM), a robust statistical technique for exploring complex relationships between variables. PLS-SEM prioritizes prediction over strict theoretical model testing (Hair et al., \u003cspan citationid=\"CR36\" class=\"CitationRef\"\u003e2017\u003c/span\u003e). To evaluate the model's fit, we employed the R-squared (R²) statistic, which adjusts for model error. In PLS-SEM, R² reflects the model's ability to predict observed data. Additionally, we assessed predictive relevance using Q², which estimates the model's capacity to predict new data for the endogenous constructs (latent variables explained by the model). This metric is crucial for evaluating the model's predictive power (Henseler, Hubona, \u0026amp; Ray, \u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e2016\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eFollowing Henseler, Hubona, \u0026amp; Ray (\u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e2016\u003c/span\u003e), we employed blindfolding to assess the model's predictive power. All Q² values were significantly above zero, indicating good predictive relevance Table\u0026nbsp;\u003cspan refid=\"Tab4\" class=\"InternalRef\"\u003e4\u003c/span\u003e. For GEB and intention, the R² values (0.74 and 0.72, respectively) suggest a strong explanatory power of the model on the observed data. The corresponding Q² values (0.525 and 0.548) further confirm this predictive ability. These values represent robust effect sizes (Hair et al., \u003cspan citationid=\"CR36\" class=\"CitationRef\"\u003e2017\u003c/span\u003e). To determine the strength and significance of the relationships between the variables in the model, the researchers employed bootstrapping with 5,000 resamples. This technique provides more reliable t-values, enhancing our assessment of the model's statistical significance and internal consistency (Hair et al., \u003cspan citationid=\"CR36\" class=\"CitationRef\"\u003e2017\u003c/span\u003e). Several fit indices, including root mean square residuals (RMSR) and normed fit index (NFI), indicated a good model fit according to established criteria (SRMR \u0026lt; 0.08; NFI \u0026gt; 0.80) as suggested by (Dash \u0026amp; Paul, \u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). These results demonstrate that the model effectively explains the relationships between variables, possesses predictive solid power and exhibits stability. Table\u0026nbsp;\u003cspan refid=\"Tab4\" class=\"InternalRef\"\u003e4\u003c/span\u003e presents a validated research model with significant path coefficients for CTE-\u0026gt; GEI, EM -\u0026gt; GEI, GCC -\u0026gt; GEI, and GEI -\u0026gt; GEB. However, path coefficients for UES -\u0026gt; GEI and EE -\u0026gt; GEI did not achieve significance, as their t-values were below the suggested threshold of 1.96.\u003c/p\u003e\u003cdiv class=\"gridtable\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e\u003ctable float=\"Yes\" id=\"Tab4\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 4\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eHypotheses results, model fit and predictive power.\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e\u003ccolgroup cols=\"7\"\u003e\u003c/colgroup\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e \u003cp\u003ePaths\u003c/p\u003e \u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eBeta\u003c/p\u003e \u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eSE\u003c/p\u003e \u003c/th\u003e\u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eT-value\u003c/p\u003e \u003c/th\u003e\u003cth align=\"left\" colname=\"c6\"\u003e \u003cp\u003ep value\u003c/p\u003e \u003c/th\u003e\u003cth align=\"left\" colname=\"c7\"\u003e \u003cp\u003eSupported\u003c/p\u003e \u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eH1\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eCTE -\u0026gt; GEI\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0.148\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.048\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e3.108\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e0.002\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003eYES\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eH2\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eEM -\u0026gt; GEI\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0.218\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.051\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e4.309\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003eYES\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eH3\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eUES -\u0026gt; GEI\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0.073\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.045\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e1.624\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e0.104\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003eNO\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eH4\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eEE -\u0026gt; GEI\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0.034\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.049\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0.704\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e0.481\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003eNO\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eH5\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eGCC -\u0026gt; GEI\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0.491\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.048\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e10.211\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003eYES\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eH6\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eGEI -\u0026gt; GEB\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0.845\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.016\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e54.283\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003eYES\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e \u003cp\u003e\u003cspan type=\"Underline\" class=\"Underline\" name=\"Emphasis\"\u003eModel fit\u003c/span\u003e\u003c/p\u003e \u003cp\u003eSRMR\u003c/p\u003e \u003cp\u003eNFI\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e \u003cp\u003e\u003cspan type=\"Underline\" class=\"Underline\" name=\"Emphasis\"\u003eSaturated model\u003c/span\u003e\u003c/p\u003e \u003cp\u003e0.056\u003c/p\u003e \u003cp\u003e0.820\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e\u003cspan type=\"Underline\" class=\"Underline\" name=\"Emphasis\"\u003eEstimated model\u003c/span\u003e\u003c/p\u003e \u003cp\u003e0.059\u003c/p\u003e \u003cp\u003e0.818\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colspan=\"4\" nameend=\"c4\" namest=\"c1\"\u003e \u003cp\u003ePredictive quality of the model\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e \u003cp\u003e\u003cspan type=\"Underline\" class=\"Underline\" name=\"Emphasis\"\u003eQ² (= 1-SSE/SSO)\u003c/span\u003e\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003eR\u003csup\u003e\u003cb\u003e2\u003c/b\u003e\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colspan=\"4\" nameend=\"c4\" namest=\"c1\"\u003e \u003cp\u003eGreen entrepreneurial intention\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e \u003cp\u003e0.548\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e0.72\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colspan=\"4\" nameend=\"c4\" namest=\"c1\"\u003e \u003cp\u003eGreen entrepreneurial behaviour\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e \u003cp\u003e\u003cb\u003e0.509\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e\u003cb\u003e0.71\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/table\u003e\u003c/div\u003e\u003cp\u003eBased on the data presented in Table\u0026nbsp;\u003cspan refid=\"Tab4\" class=\"InternalRef\"\u003e4\u003c/span\u003e, four hypotheses (H1, H2, H5, and H6) received support. Specifically, the analysis revealed a positive and statistically significant association between CE and GEI (β = 0.148, t = 3.108), EM and GEI (β = 0.218, t = 4.309), GCC and GEI (β = 0.491, t = 10.211), as well as GCC and GEB (β = 0.845, t = 54.283). Consequently, these findings confirm the validity of H1, H2, H5, and H6. However, the analysis did not yield support for the remaining two hypotheses, H3 and H4. Specifically, there was no significant bond found between UES and GEI (β = 0.073, t = 1.624) nor between EE and GEI (β = 0.034, t = 0.704). Thus, these results indicate a lack of support for H3 and H4.\u003c/p\u003e"},{"header":"Discussion and conclusion","content":"\u003cp\u003eThis study explores green entrepreneurial intentions and behaviors among young people in Saudi Arabia. The analysis sheds light on how various factors influence their desire and actions to launch eco-friendly businesses. \u003cb\u003eFirst\u003c/b\u003e, \u003cb\u003eH1\u003c/b\u003e was confirmed, indicating a positive and significant relationship between CTE and GEI. This aligns with prior studies by Dragomir (\u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e2020\u003c/span\u003e); Kim et al. (\u003cspan citationid=\"CR45\" class=\"CitationRef\"\u003e2019\u003c/span\u003e); Wang, Shen, \u0026amp; Chu (\u003cspan citationid=\"CR83\" class=\"CitationRef\"\u003e2021\u003c/span\u003e), who found similar connections between environmental concern and the desire to pursue green entrepreneurship. This is intuitive as a strong environmental commitment would likely drive individuals to seek entrepreneurial opportunities aligned with sustainability (Wang, Shen, \u0026amp; Chu, \u003cspan citationid=\"CR83\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). This commitment is often associated with personal beliefs, attitudes, and values, which can drive individuals to engage in green entrepreneurial behavior (Dragomir, \u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). A commitment to the environment often stems from awareness and education about environmental issues. In Saudi Arabia, there has been a growing awareness among youth regarding environmental sustainability due to educational campaigns and initiatives by both governmental and non-governmental organizations (Mabkhot, \u003cspan citationid=\"CR54\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). The Saudi government has been increasingly emphasizing the importance of environmental sustainability and green initiatives. This includes policies promoting renewable energy, conservation efforts, and sustainable development projects. Such initiatives create a conducive environment for youth to engage in green entrepreneurship (Ezzeldin, \u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). \u003cb\u003eSecond\u003c/b\u003e, \u003cb\u003eH2\u003c/b\u003e, which finds a positive and significant relationship between EM and GEI, suggests that individuals with high levels of motivation towards entrepreneurship are more inclined towards engaging in green entrepreneurial activities. This finding underscores the importance of individual motivation in driving intentions toward green entrepreneurship. This result aligns with past findings reported in the literature (Hassan et al., \u003cspan citationid=\"CR40\" class=\"CitationRef\"\u003e2022\u003c/span\u003e; Paliwal et al., \u003cspan citationid=\"CR57\" class=\"CitationRef\"\u003e2022\u003c/span\u003e; Tounés \u0026amp; Tornikoski, \u003cspan citationid=\"CR77\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). It's widely observed that younger generations today tend to display greater environmental awareness and concern compared to previous generations (Mabkhot, \u003cspan citationid=\"CR54\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). EM is often driven by a desire to make a positive influence on the world, and for young Saudis, this can naturally extend to addressing environmental challenges. Green businesses can be seen to achieve both business success and environmental good. The Saudi Arabian government has placed a strong emphasis on sustainability in recent years, with initiatives like the Saudi Green Initiative and Vision 2030 (Alshebami et al., \u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). This creates a supportive environment for green businesses, with potential benefits like access to funding or relaxed regulations. This can make green entrepreneurship a more attractive option for young Saudis with an entrepreneurial spirit. \u003cb\u003eThird\u003c/b\u003e, H3, the t-value of 1.624 for the link between UES and GEI is notably lower than the conventional threshold for statistical significance. This indicates that there is insufficient evidence to establish a significant bond between GUS for entrepreneurship and individuals' intentions toward engaging in green entrepreneurial activities. Therefore, based on this t-value, hypothesis H3 is rejected. This result aligns with prior findings reported in the literature (Bazan, \u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e2022\u003c/span\u003e; Lin et al., \u003cspan citationid=\"CR51\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). UES programs may primarily focus on traditional entrepreneurship rather than green entrepreneurship. If the support provided by universities does not specifically target or emphasize green business initiatives, it may not effectively influence individuals' intentions toward engaging in green entrepreneurial activities. Students may not be aware of or perceive university entrepreneurial support programs as relevant to green entrepreneurship. If universities do not actively promote or integrate environmental sustainability into their entrepreneurship support initiatives, students may not recognize the potential for pursuing green ventures with university support, leading to a weak association between UES and GEI. Even if universities offer entrepreneurial support programs, they may lack resources, funding, or opportunities specifically tailored to green entrepreneurship. Without access to green-focused mentorship, funding, networking events, or educational resources, students interested in green ventures may not perceive university support as beneficial or influential in their entrepreneurial intentions (Li, Murad, \u0026amp; Ashraf, \u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). \u003cb\u003eFourth, H4\u003c/b\u003e, the t-value of 0.704 for the relationship between EE and GEI indicates that while there may be some association between the two variables, it is not statistically significant at the conventional threshold. In other words, the evidence suggests that the relationship between two variables is not strong enough to establish a significant impact. Therefore, the hypothesis is rejected, suggesting that EE may not have a substantial impact on individuals' intentions toward green entrepreneurship. Individuals may not perceive EE as directly relevant to green entrepreneurship. If the education provided does not explicitly address environmental issues or demonstrate how entrepreneurial skills can be applied to sustainable business practices, it may fail to inspire green entrepreneurial intentions among participants (Paliwal et al., \u003cspan citationid=\"CR57\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). Entrepreneurship education programs often focus on theoretical concepts rather than practical applications. Without opportunities for hands-on experience or exposure to real-world examples of successful green ventures, individuals may struggle to envision themselves pursuing green entrepreneurial endeavors, thus diminishing the influence of EE on their intentions in this area (Hassan et al., \u003cspan citationid=\"CR40\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). \u003cb\u003eFifth, H5\u003c/b\u003e This discovery highlights the significance of encouraging green consumption behaviors among university students. Institutions, policymakers, and environmental organizations may use this information to design interventions or campaigns aimed at fostering environmentally responsible consumption habits among students. Green consumption serves as a pivotal factor in addressing environmental degradation and advancing sustainability efforts. By choosing environmentally friendly products and services, individuals can reduce their ecological footprint and contribute to a more sustainable future. This result aligns with previous findings reported in the literature (Wang, Shen, \u0026amp; Chu, \u003cspan citationid=\"CR83\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). The hypothesis emphasizes the importance of encouraging green consumption, specifically among university students, who represent a demographic with significant potential to drive positive change (Wang, Shen, \u0026amp; Chu, \u003cspan citationid=\"CR83\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). As consumers, university students wield significant influence over markets. Their preferences and purchasing behaviors can shape the demand for eco-friendly products and services. A strong commitment to green consumption among students indicates a potential shift in market demand towards sustainable alternatives, encouraging businesses to adopt environmentally responsible practices (Zuroni Md \u0026amp; Thaneswary, \u003cspan citationid=\"CR88\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). \u003cb\u003eSixth H6\u003c/b\u003e, the exceptionally high t-value of 10.211 indicates a highly significant and strong relationship between GEI and GEB. This implies that individuals with stronger intentions toward engaging in green entrepreneurship are significantly more likely to exhibit corresponding behaviors. Such a high t-value suggests that the bond between GEI and GEB is robust and unlikely to have occurred by chance. This finding is particularly noteworthy as it indicates that intentions play a pivotal role in translating into actual behaviors. This result aligns with previous findings reported in the literature (Li, Murad, \u0026amp; Ashraf, \u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e2023\u003c/span\u003e; Yi, \u003cspan citationid=\"CR86\" class=\"CitationRef\"\u003e2021\u003c/span\u003e).\u003c/p\u003e"},{"header":"Practical and theoretical implications","content":"\u003cp\u003eThe findings carry both practical and theoretical implications. There may be some degree of association between EE and GEI, but the lack of statistical significance suggests that EE alone may not substantially influence individuals' intentions toward green entrepreneurship. This finding underscores the importance of further research and potentially reevaluating the content and delivery of EE programs to address the needs and interests of aspiring green entrepreneurs. The strong link between GEI and GEI is that there is an opportunity to nurture and support eco-conscious entrepreneurship among university students. Initiatives such as incubators, workshops, and funding programs geared towards green startups could be particularly effective in leveraging this inclination towards sustainability. Policymakers may consider incentivizing green entrepreneurship through various policy measures such as tax breaks, grants, or regulatory support. By creating a conducive environment for green startups, governments can encourage more young entrepreneurs to enter the sustainability sector and drive positive environmental change. Businesses operating in sectors related to sustainability and green technology can benefit from understanding the link between GEI and entrepreneurial intention. They can tailor their marketing strategies and product offerings to appeal to environmentally conscious consumers and aspiring green entrepreneurs. This finding suggests that initiatives aimed at fostering GEI among individuals may be effective in promoting actual engagement in green entrepreneurial activities. For instance, educational programs or policy interventions targeting the enhancement of individuals' intentions toward green entrepreneurship could potentially lead to tangible outcomes in terms of increased participation in environmentally sustainable business ventures.\u003c/p\u003e\u003cp\u003eFrom a theoretical implication, this finding reinforces the idea that personal beliefs and values influence entrepreneurial intentions. It adds to the existing literature by highlighting the role of environmental commitment as a driving force behind green entrepreneurial behavior. This finding supports existing research on the bond between motivation and entrepreneurial intentions, specifically in the context of environmental concerns. It contributes to the understanding of how motivation can drive individuals towards sustainable business practices. The rejection of H3 suggests that generic entrepreneurship support may not suffice to stimulate green entrepreneurial intentions. It highlights the need for targeted support mechanisms within educational institutions to promote green entrepreneurship effectively. The rejection of H4 indicates that traditional entrepreneurship education may not effectively translate into intentions toward green entrepreneurship. It emphasizes the importance of practical application and contextual relevance in EE. This hypothesis underscores the significance of consumer behavior in driving sustainable market practices. It highlights the role of university students as influential agents of change in promoting green consumption patterns. The strong relationship between GEI and GEB validates the importance of intentions in predicting behavior, particularly in the context of green entrepreneurship. It supports existing literature on the predictive power of intentions in entrepreneurial actions.\u003c/p\u003e"},{"header":"Limitations and direction for future research","content":"\u003cp\u003eThe study's focus on youth in the Kingdom of Saudi Arabia means that its findings may not be broadly applicable to other demographic groups or cultural contexts. Additionally, it might not consider all relevant factors influencing green entrepreneurial intention and behavior, such as socio-economic status or prior entrepreneurial experience. To gain deeper insights, employing qualitative methods like interviews or focus groups could uncover underlying motivations and barriers to green entrepreneurship among Saudi Arabian youth. To broaden the study's scope, comparisons of green entrepreneurial intention and behavior among youth in Saudi Arabia with those in other countries or regions should be made, considering cultural, economic, and institutional differences. Intervention studies are necessary to evaluate the effectiveness of educational programs, policy initiatives, or support structures in promoting green entrepreneurship among youth. Moreover, investigating potential moderate variables like cultural values or institutional factors that may influence the bond between predictors (e.g., environmental commitment) and GEI and behavior is crucial. Including additional variables such as ecological consciousness or perceived barriers to green entrepreneurship would provide a more comprehensive understanding of the phenomenon. Replicating the study using different samples or methodologies would validate the findings and strengthen the conclusions. Addressing these limitations and pursuing these future research directions can deepen our understanding of GEI and behavior among youth in Saudi Arabia, guiding targeted interventions and policies to foster sustainable entrepreneurship in the region.\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eAuthor Contributions:\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eConceptualization, H.M, H.M.G, and H.S; methodology, H.M. and\u0026nbsp;Y.S;\u003csup\u003e\u0026nbsp;\u003c/sup\u003eformal analysis,\u003c/p\u003e\n\u003cp\u003eH.M; writing\u0026mdash;original draft preparation, N.A.A.A, H.S, and H.M; writing\u0026mdash;review and editing, H.M, H.M.G, and H.S. All authors have read and agreed to the published version of the manuscript.\u003c/p\u003e\n\u003cp\u003eEthics approval and consent to participate:\u003c/p\u003e\n\u003cp\u003eThe study was conducted according to the guidelines of the Declaration of Helsinki and approved by the Ethics Committee of King Faisal University (KFU-REC-2022-OCT-ETHICS238 - date of approval: 25/10/2022).\u003c/p\u003e\n\u003cp\u003eInformed consent to participate: informed consent to participate was obtained from all the participants.\u003c/p\u003e\n\u003cp\u003eData availability: The data used to support the findings of this study are available upon request. However, please note that the data for this article were generated as part of a project funded by King Faisal University. Due to the nature of the funding and protecting intellectual property rights, the data cannot be shared without prior permission from King Faisal University.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eCompeting interests: The authors declare that there is no conflict of interest.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFunding:\u003c/strong\u003e This work was supported by the Deanship of Scientific Research, Vice Presidency for Graduate Studies and Scientific Research, King Faisal University, Saudi Arabia [Will provided].\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n\u003cli\u003eAbdelwahed, N. A. A., Al Doghan, M. A., Saraih, U. N., \u0026amp; Soomro, B. A. (2023). Green entrepreneurship in Saudi Arabia: shaping the landscape of the greener economy. \u003cem\u003eJournal of Small Business and Enterprise Development, 30\u003c/em\u003e(7), 1352-1376. doi:10.1108/JSBED-05-2023-0239\u003c/li\u003e\n\u003cli\u003eAbdelwahed, N. A. A., \u0026amp; Soomro, B. A. 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Factors Influencing Green Product Purchase Behavior among University Putra Malaysia Students. \u003cem\u003eInformation Management and Business Review, 15\u003c/em\u003e(2), 81-90. doi:https://doi.org/10.22610/imbr.v15i2(I)SI.3423 \u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":false,"highlight":"","institution":"","isAcceptedByJournal":true,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"discover-sustainability","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"disu","sideBox":"Learn more about [Discover Sustainability](https://www.springer.com/43621)","snPcode":"","submissionUrl":"","title":"Discover Sustainability","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"Discover Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true},"keywords":"Commitment to the environment (CTE), Entrepreneurial motivation (EM), University entrepreneurial support (UES), Entrepreneurial education (EE), Green consumption commitment (GCC), Green entrepreneurial intention (GEI), green entrepreneurial intention (GEI), green entrepreneurial behaviour (GEB)","lastPublishedDoi":"10.21203/rs.3.rs-5181009/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-5181009/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eThis study investigates green entrepreneurial intention and behaviour among youth, aiming to provide insights into the factors influencing these phenomena. A survey was conducted with 441 students from the Universities in the Kingdom of Saudi Arabia, and the data were analysed using SmartPLS-3.3.2. Several hypotheses were tested. Firstly, a positive and significant relationship was found between commitment to environmental causes (CTE) and green entrepreneurial intention (GEI), aligning with prior research. This underscores the influence of personal beliefs and values on driving individuals towards green entrepreneurial activities. Secondly, entrepreneurial motivation (EM) demonstrated a positive and significant relationship with GEI, emphasizing the importance of individual motivation in fostering intentions toward green entrepreneurship. Thirdly, university entrepreneurship support (UES) showed insufficient evidence to establish a significant relationship with GEI, suggesting a potential gap in university support for green entrepreneurship initiatives. Similarly, entrepreneurship education (EE) did not exhibit a statistically significant impact on GEI, highlighting the need for enhanced incorporation of environmental issues in educational programs to inspire GEI. Furthermore, the study emphasizes the significance of promoting green consumption among university students, who possess significant potential to drive positive change in consumption habits. Lastly, a strong and highly significant relationship was observed between GEI and green entrepreneurial behaviour (GEB), emphasizing the pivotal role of intentions in translating into concrete actions. Overall, the findings contribute to understanding the dynamics of GEI and behaviour among Saudi Arabian youth, suggesting avenues for policy interventions and future research directions in fostering sustainable entrepreneurship.\u003c/p\u003e","manuscriptTitle":"Unveiling Green Entrepreneurial Intentions and Behaviour Among Saudi Arabian Youth: Insights and Implications","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2024-11-19 13:39:02","doi":"10.21203/rs.3.rs-5181009/v1","editorialEvents":[{"type":"communityComments","content":0},{"type":"decision","content":"Revision requested","date":"2024-11-04T07:21:07+00:00","index":"","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2024-11-02T10:44:39+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2024-11-01T04:32:18+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"187725836706155467432849732149024517923","date":"2024-10-30T15:06:41+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"286704687259393929010716899826147544976","date":"2024-10-30T07:08:11+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"198516304247751149694281040323160994089","date":"2024-10-29T11:27:56+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2024-10-29T03:11:34+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"236676383967045165944158141240181942421","date":"2024-10-28T09:23:42+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"6801307161293312340198790294154393148","date":"2024-10-28T07:57:09+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"302842254061769768203151952700131155457","date":"2024-10-28T07:07:29+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"60003369090018074767031793921628750025","date":"2024-10-19T16:45:58+00:00","index":"hide","fulltext":""},{"type":"reviewersInvited","content":"","date":"2024-10-19T16:44:42+00:00","index":"","fulltext":""},{"type":"editorAssigned","content":"","date":"2024-10-18T09:53:59+00:00","index":"","fulltext":""},{"type":"checksComplete","content":"","date":"2024-10-17T13:13:30+00:00","index":"","fulltext":""},{"type":"submitted","content":"Discover Sustainability","date":"2024-09-30T12:45:01+00:00","index":"","fulltext":""}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"discover-sustainability","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"disu","sideBox":"Learn more about [Discover Sustainability](https://www.springer.com/43621)","snPcode":"","submissionUrl":"","title":"Discover Sustainability","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"Discover Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"f34652f8-6335-4168-9a76-42c14693da3d","owner":[],"postedDate":"November 19th, 2024","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"published-in-journal","subjectAreas":[],"tags":[],"updatedAt":"2024-12-23T16:03:56+00:00","versionOfRecord":{"articleIdentity":"rs-5181009","link":"https://doi.org/10.1007/s43621-024-00750-0","journal":{"identity":"discover-sustainability","isVorOnly":false,"title":"Discover Sustainability"},"publishedOn":"2024-12-18 15:57:05","publishedOnDateReadable":"December 18th, 2024"},"versionCreatedAt":"2024-11-19 13:39:02","video":"","vorDoi":"10.1007/s43621-024-00750-0","vorDoiUrl":"https://doi.org/10.1007/s43621-024-00750-0","workflowStages":[]},"version":"v1","identity":"rs-5181009","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-5181009","identity":"rs-5181009","version":["v1"]},"buildId":"qtupq5eGEP_6zYnWcrvyt","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}