Pedagogy and Curriculum Mediate the Relationship Between University Entrepreneurship Support and Green Entrepreneurial Intentions among University Students

Pedagogy and Curriculum Mediate the Relationship Between University Entrepreneurship Support and Green Entrepreneurial Intentions among University Students | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Pedagogy and Curriculum Mediate the Relationship Between University Entrepreneurship Support and Green Entrepreneurial Intentions among University Students Emefa Akua Amponsah, Ebenezer Afrifa-Yamoah, Hafiz Adam, Maajid Zakaria Suleiman, and 1 more This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-8563052/v1 This work is licensed under a CC BY 4.0 License Status: Under Revision Version 1 posted 11 You are reading this latest preprint version Abstract Purpose This study explores how university entrepreneurial support influences students’ green entrepreneurship intentions in technical universities in Ghana. It examines the mediating roles of pedagogy and entrepreneurship curricula in shaping aspirations to establish environmentally sustainable businesses. Design/Methodology/Approach Grounded in an integrated theoretical framework combining Theory of Planned Behaviour, Social Cognitive Theory, and Human Capital Theory, the study adopts an explanatory cross-sectional research design. Data were collected via a structured Likert-scale questionnaire from 1,329 undergraduate students across four technical universities in Ghana. Analysis was conducted using Partial Least Squares Structural Equation Modelling with SmartPLS 4. Findings Confounding analysis showed that age and entrepreneurial family history had no significant effects, while gender influenced perceptions of teaching methods and curriculum but not green entrepreneurial intention. Direct effects revealed that university entrepreneurial support strongly predicted teaching methods (β = 0.649, p < 0.001), curriculum (β = 0.596, p < 0.001), and green entrepreneurial intention (β = 0.352, p < 0.001). Teaching methods (β = 0.180, p = 0.024) and curriculum (β = 0.357, p < 0.001) also positively affected green entrepreneurial intention. Mediation analysis indicated significant indirect effects through teaching methods (β = 0.117, p = 0.026) and curriculum (β = 0.213, p < 0.001), with curriculum exerting the stronger mediating influence. Originality/Value This study provides empirical evidence from Ghanaian technical universities, demonstrating that pedagogy and curriculum act as critical transmission mechanisms rather than peripheral elements. By integrating three complementary theories, it advances understanding of green entrepreneurial intention formation and offers actionable insights for university administrators, curriculum designers, and policymakers seeking to promote sustainability-oriented entrepreneurship education. Entrepreneurship Education Pedagogy University Entrepreneurial Support Curriculum Sustainable Entrepreneurship Technical Universities Figures Figure 1 Figure 2 1. Introduction In recent years, higher educational institutions (HEIs) have emerged as critical drivers of entrepreneurial ecosystems, particularly in advancing sustainability agenda. Globally, universities are increasingly recognised not only as centres of knowledge creation but also as incubators for innovation and entrepreneurial thinking, fostering business creation and contributing to economic development (Syed, Singh, & Spicer, 2023 ; Nhleko & van der Westhuizen, 2022 ). Responding to this mandate, many HEIs have integrated entrepreneurship education into their curricula to equip students with the skills, mindset, and motivation necessary to pursue entrepreneurial opportunities aligned with the United Nations Sustainable Development Goals (SDGs) (Uddin et al., 2022 ). This strategic shift underscores the growing expectation that universities will play a transformative role in shaping sustainability-oriented entrepreneurial intentions among students, particularly in emerging economies where green entrepreneurship is critical for addressing environmental and developmental challenges. Amid growing concerns over climate change, environmental degradation, and resource depletion, green entrepreneurship has emerged as a critical pathway for sustainable development. Green entrepreneurial intention reflects an individual’s intention to create environmentally sustainable ventures that drive eco-friendly innovation (Qazi et al., 2021; Yasir et al., 2023 ). In this context, HEIs are expected to go beyond traditional entrepreneurship education by equipping students to launch businesses that prioritise environmental stewardship. Achieving this requires universities to cultivate an enabling ecosystem characterised by innovative pedagogical approaches, sustainability-oriented curricula, and comprehensive support systems that actively foster green entrepreneurial intentions. These include ideation platforms, mentorship, incubation facilities, and consultancy services (Amponsah et al., 2025 ; Ayad, Sobaih, & Elshaer, 2022 ; Ndou et al., 2018 ). Such holistic support is essential for translating entrepreneurial education into actionable, sustainability-driven outcomes. Swaim et al. ( 2014 ) contend that institutional support systems are most effective when anchored in dynamic pedagogical strategies and well-structured entrepreneurship. Curricula that embed sustainability principles, emphasising interdisciplinary learning, experiential methodologies, and hands-on engagement, can deepen students’ understanding of and commitment to green entrepreneurship. Consequently, the impact of university support systems on fostering green entrepreneurial intentions is likely contingent upon the quality and relevance of the pedagogy and curriculum employed. In other words, these educational components serve as critical transmission mechanisms through which institutional support translates into sustainability-oriented entrepreneurial aspirations (Amponsah et al., 2025 ; Soonsan et al., 2025 ). Despite the growing global emphasis on sustainability in entrepreneurship education, the integration of green principles into university-level teaching and curricula remains underexplored. Studies indicate that traditional entrepreneurship education often prioritises profit maximisation, neglecting ecological and social objectives (Batista-Canino et al., 2024 ; Li et al., 2023 ; Qazi et al., 2021). Uddin et al. ( 2022 ) argue that without explicit incorporation of sustainability into curricula, students may lack the competencies needed for environmentally responsible ventures. This challenge is particularly acute in the Global South, where resource mismanagement, pollution, and institutional inefficiencies persist, and countries such as Ghana face criticism for weak environmental commitments (Amponsah et al., 2025 ; Fissi et al., 2021 ; Hall, Daneke, & Lenox, 2010 ; Veleva, 2021 ). Although interest in green entrepreneurship is growing, few empirical studies examine how HEIs in these regions integrate pedagogy and curricula to shape green entrepreneurial intentions, with research on Ghana remaining scarce (Ali, Anufriev, & Amfo, 2021 ; Mensah & Gordon, 2020 ). Technical Universities in Ghana continue to emphasise traditional outcomes, such as, profit, scalability, and economic growth over sustainability (Maheshwari, Kha, & Arokiasamy, 2023 ; Shabeeb Ali, Ammer, & Elshaer, 2023 ), struggling to align curricula with global sustainability goals. Critically, there is limited evidence on how pedagogical practices and entrepreneurship curricula mediate the relationship between institutional support and green entrepreneurial intention. This study investigates how university entrepreneurial support, pedagogical approaches, and entrepreneurship curricula influence students’ green entrepreneurial intentions within Ghana's Technical Universities. Specifically, it examines the mediating roles of pedagogy and curriculum in the relationship between institutional support systems and students’ aspirations to launch environmentally sustainable ventures. By addressing this gap, the study provides actionable insights into how pedagogical and curricular reforms can foster green entrepreneurship. It aligns with Sustainable Development Goals (SDGs 7, 8, 12, 13, and 15), responding to the urgent need for environmentally conscious education in emerging economies. The findings aim to strengthen universities' capacity to integrate sustainability into entrepreneurship training and offer practical value to university administrators, curriculum designers, policymakers, and development partners. Furthermore, the study supports private sector and NGO initiatives to promote green innovation through academic collaboration, contributing to a broader agenda of sustainable development. 2. Theoretical Perspectives and Hypotheses 2.1. Theoretical framework This study adopts an integrated theoretical framework grounded in three well-established theories: the Theory of Planned Behaviour (TPB), Social Cognitive Theory (SCT), and Human Capital Theory (HCT) (Ajzen, 1991 ; Bandura, 1986 ; Becker, 1964 ). Together, these frameworks offer a comprehensive lens for examining the complex interplay between university support systems, pedagogical practices, entrepreneurship curriculum, and the green entrepreneurial intentions (GEIs) of university students. These theories align with the multidimensional nature of entrepreneurial development by addressing the psychological, social, and educational influences on students’ sustainability-driven entrepreneurial behaviours. The TPB (Ajzen, 1991 ) provides a foundational psychological perspective, suggesting that intention is the immediate antecedent of behaviour. This intention is shaped by attitudes toward the behaviour, subjective norms, and perceived behavioural control. In the context of green entrepreneurship, TPB enables an understanding of how students' attitudes towards sustainability, their perception of social expectations, and their confidence in their ability to launch green ventures are influenced by the university environment. Pedagogical approaches and curriculum design influence students’ attitudes and perceptions, while the presence of supportive university systems strengthens their sense of control and perceived ability to engage in sustainable business creation. TPB, therefore, serves as a useful guide for exploring how the structure and delivery of entrepreneurship education influence students’ motivations to act sustainably. SCT, introduced by Bandura ( 1986 ), complements TPB by emphasising the importance of self-efficacy, observational learning, and social modelling. SCT is particularly valuable for understanding how environmental and social factors (e.g., mentorship, networking opportunities, and the presence of entrepreneurial role models) influence students' confidence to pursue green entrepreneurship. Within this framework, pedagogical approaches that incorporate experiential learning, collaborative projects, and exposure to successful sustainable entrepreneurs are powerful tools for building entrepreneurial self-efficacy. SCT also recognises that students often adopt behaviours through observation and imitation, making it vital for university ecosystems to create visible, accessible models of green entrepreneurship. By embedding these practices in both pedagogy and curriculum, institutions can effectively nurture a generation of sustainability-conscious entrepreneurs. HCT (Becker, 1964 ) reinforces the value of education as an investment in individual productivity and economic potential. It posits that knowledge, skills, and competencies developed through education are key determinants of entrepreneurial outcomes. In the context of this study, HCT underscores the critical role of university curricula and pedagogical strategies in enhancing and developing the human capital necessary for green entrepreneurship (Nunfam et al., 2015; Nunfam et al., 2022). Entrepreneurship programmes that integrate sustainability principles (e.g., environmental innovation, circular economy, and ethical business practices) equip students with the specialised knowledge and skills required to succeed in sustainability-driven ventures. Moreover, university support systems, including incubators, training workshops, and access to funding, serve to further develop students' practical capacities, reinforcing the educational investment required to advance the green entrepreneurial agenda (Amponsah et al., 2025 ). Collectively, TPB, SCT, and HCT provide a robust and holistic framework for analysing how educational and institutional structures influence students' green entrepreneurial intentions. TPB focuses on the cognitive processes behind intention formation, SCT highlights the influence of social context and individual self-efficacy, and HCT draws attention to the accumulation of entrepreneurial competencies through targeted education. The complementary nature of these theories enables a deeper understanding of how pedagogical approaches and entrepreneurship curricula mediate the relationship between university support systems and students' drive to initiate environmentally responsible ventures. This integrated perspective is essential for designing effective educational interventions that align with global sustainability goals and empower students as agents of green transformation. 2.2. Conceptual Model and Hypotheses 2.2.1. Direct relationships between university entrepreneurship support, pedagogical approaches, entrepreneurship curriculum, and green entrepreneurial intention The concept of green entrepreneurial intention (GEI) denotes an individual’s conscious and deliberate intention to establish business ventures that prioritise environmental sustainability and responsible resource use (Burzyńska et al., 2018 ). Drawing on the Theory of Planned Behaviour, GEI reflects favourable attitudes towards green entrepreneurship, perceived social and institutional support, and individuals’ confidence in their capability to engage in environmentally responsible entrepreneurial activities (Ajzen, 1991 ; Qazi et al., 2021). Recent empirical studies have increasingly focused on identifying the educational and institutional determinants that shape GEI among university students. For instance, Yi ( 2021 ), Prabowo et al. ( 2022 ), and Rahayu (2024) demonstrate that entrepreneurship education, sustainability-oriented curricula, and institutional support mechanisms significantly influence students’ green entrepreneurial intentions, both directly and indirectly. In this study, the conceptual model (Fig. 1 ) positions university entrepreneurship support as the principal exogenous construct influencing GEI. Such support encompasses institutional resources, policy frameworks, incubation facilities, mentoring systems, and access to networks that collectively create an enabling entrepreneurial ecosystem. Empirical evidence suggests that robust university entrepreneurship support directly enhances students’ propensity to engage in green entrepreneurship by reducing perceived barriers and strengthening opportunity recognition (Amponsah et al., 2025 ; Yi, 2021 ). Beyond this direct effect, pedagogical approaches and entrepreneurship curriculum are conceptualised as complementary mediating mechanisms through which institutional support is translated into students’ cognitive, motivational, and behavioural outcomes. Experiential, problem-based, and sustainability-oriented teaching methods have been shown to strengthen entrepreneurial competencies, self-efficacy, and pro-environmental values, thereby fostering stronger green entrepreneurial intentions (Nunfam et al., 2022; Prabowo et al., 2022 ). To enhance contextual robustness, the model incorporates control variables such as age, gender, and entrepreneurial family background, which have been shown to influence entrepreneurial intention by shaping individuals’ exposure, risk preferences, and socialisation processes (Rahayu, 2024; Amponsah et al., 2025 ). Accounting for these factors allows for a more precise estimation of the direct and mediated effects of university entrepreneurship support on green entrepreneurial intention. The conceptual model advances a set of theoretically grounded direct relationships among university entrepreneurship support, teaching methods, entrepreneurship curriculum, and green entrepreneurial intention (Amponsah et al., 2025 ; Liñán et al., 2011 ; Nunfam et al., 2022a , 2022b ; Yi, 2021 ). University entrepreneurship support is conceptualised as the collection of institutional policies, resources, infrastructures, and strategic commitments that facilitate entrepreneurship education and student venture development (Yi, 2021 ). Such support is posited to exert a direct influence on teaching methods by enabling the adoption of experiential, practice-oriented, and sustainability-focused pedagogical approaches through faculty training, curriculum flexibility, and access to industry-linked learning environments (Amponsah et al., 2025 ; Yi, 2021 ). Similarly, university entrepreneurship support is theorised to directly shape the entrepreneurship curriculum. Strong institutional commitment to entrepreneurship and sustainability encourages the systematic integration of green entrepreneurship content, learning outcomes, and experiential components into curriculum design. These curricular configurations equip students with the requisite knowledge, skills, and competencies for environmentally responsible venture creation (Amponsah et al., 2025 ; Nunfam et al., 2022b ; Yi, 2021 ). Beyond its indirect effects through educational processes, university entrepreneurship support is also expected to exert a direct influence on green entrepreneurial intention by enhancing students’ perceived feasibility and desirability of pursuing green ventures, consistent with intention-based models of entrepreneurial behaviour (Liñán et al., 2011 ; Yi, 2021 ). Teaching methods are further hypothesised to have a direct effect on green entrepreneurial intention by strengthening students’ entrepreneurial self-efficacy, opportunity recognition, and intrinsic motivation through active learning, problem-based engagement, and real-world exposure (Liñán et al., 2011 ; Nunfam et al., 2022a , b ). Likewise, the entrepreneurship curriculum is expected to directly influence green entrepreneurial intention by embedding sustainability-oriented knowledge, values, and competencies that shape pro-environmental entrepreneurial attitudes and intentions (Liñán et al., 2011 ; Nunfam et al., 2022a , b ). Drawing on these theoretically and empirically supported relationships, the study formulates the following hypotheses: H1 University entrepreneurship support has a significant effect on teaching methods. H2 University entrepreneurship support has a significant effect on entrepreneurship curriculum. H3 University entrepreneurship support has a significant effect on students’ green entrepreneurial intention. H4 Teaching methods have a significant effect on students’ green entrepreneurial intention. H5 Entrepreneurship curriculum has a significant effect on students’ green entrepreneurial intention. 2.2.2. Indirect relationships: mediating roles of pedagogical approaches and entrepreneurship curriculum Beyond the direct effects, the conceptual model posits that pedagogical approaches (teaching methods) and the entrepreneurship curriculum function as critical mediating mechanisms through which university entrepreneurship support influences green entrepreneurial intention (Soonsan et al., 2025 ). Teaching methods are expected to mediate this relationship by converting institutional resources, policies, and infrastructures into meaningful learning experiences that enhance students’ entrepreneurial confidence, sustainability awareness, and behavioural readiness. In particular, experiential, problem-based, and practice-oriented pedagogical approaches enable institutional support to be translated into individual-level cognitive, attitudinal, and motivational outcomes that underpin green entrepreneurial intention (Nunfam et al., 2022a , b ). Similarly, the entrepreneurship curriculum is theorised to mediate the relationship between university entrepreneurship support and green entrepreneurial intention by transforming institutional commitment and resources into structured, sustainability-oriented knowledge, skills, and competencies. Curriculum design plays a pivotal role in determining the depth and coherence with which sustainability principles are embedded within entrepreneurship education, thereby shaping students’ entrepreneurial mindsets and long-term aspirations towards environmentally responsible and sustainable venture creation (Nunfam et al., 2022a , 2022b ; Soonsan et al., 2025 ; Yi, 2021 ). Through these mediating pathways, university entrepreneurship support indirectly fosters green entrepreneurial intention by strengthening the educational processes that influence students’ values, self-beliefs, and opportunity perceptions. Accordingly, the following mediation hypotheses are advanced: H6 Teaching methods mediate the relationship between university entrepreneurship support and students’ green entrepreneurial intention. H7 Entrepreneurship curriculum mediates the relationship between university entrepreneurship support and students’ green entrepreneurial intention. 3. Materials and Methods 3.1. Research Philosophy and Design This study adopts a positivist research philosophy highlighting that objective reality exists independently of human perception, and it can be measured and understood through empirical evidence (Yeboah & Afrifa- Yamoah, 2024; 2025) the study further adopts quantitative and cross-sectional orientation. This helped to measure the relationships between the research constructs (e.g., pedagogy, curriculum, university entrepreneurial support and green entrepreneurship intention). They sought to explain the causal pathways and mediation effects within the model while helping to understand the prevailing relationships among the study variable (Yeboah &Afrifa Yamoah, 2024). 3.2. Population, Sampling and Sample Size The target population is made up of university students from four Technical Universities in Ghana. The selection of these technical Universities was because they are mandated to provide practical based technical education with emphasis on applied skills and entrepreneurship. The Universities were sampled to ensure there was geographical representation of technical universities across the north, middle and southern parts of Ghana (Amponsah et al. 2025 ). Hair et al. (2019) recommend that adequate sample size with a minimum of about 200 is required for model stability to adhere to the rule of thumb of 10 observations per estimated parameter. The sample size for this study was 1,329 which is deemed sufficient for the analysis 3.3. Data Sources, Instruments and Measures The study used a 60-item instrument that was adapted from several studies to measure outcomes for the constructs of interest (university entrepreneurial support, entrepreneurship curriculum, pedagogical approaches/teaching methods and green entrepreneurial intention). University entrepreneurial support was measured using a four-item scale adapted from Shi et al. (2023) and Nguyen et al. (2022). Entrepreneurship curriculum was assessed using an eight-item scale adapted from Nunfam et al. ( 2022b ) and Elnadi and Gheith ( 2021 ). Pedagogical approaches/teaching methods was adapted from Sharma et al. ( 2024 ) and Boldureanu et al. ( 2020 ) to measure how effective teaching methods are in encouraging green entrepreneurship intention. Green entrepreneurship intention was measured with a five-item scale from Liñán and Chen ( 2009 ) and Qazi et al. (2021) Control variable such as respondents’ background characteristics which have been identified as potential confounders in entrepreneurship intention research (Nunfam, Akanganngang, & Afrifa-Yamoah, 2022a ) The study employed structured questionnaire that enumerators were deployed to collect information from respondents. A five-point Likert scale (ranging from strongly agree to strongly disagree was employed to collect that data from the students in the Technical Universities. Also, ethical approval for this study was obtained from the Takoradi Technical University Ethical Review Committee (TTUERC), in accordance with the principles of the Declaration of Helsinki and reflecting our commitment to internationally accepted ethical research practices. 3.4. Data Processing and Analysis The present study employed a comprehensive analytical framework to investigate the relationships among university entrepreneurial support, entrepreneurial curriculum, teaching methods, and green entrepreneurial intentions, with emphasis on potential mediation effects (Yeboah & Afrifa-Yamoah, 2023, 2025 ). Prior to hypothesis testing, data screening procedures were implemented, including the Shapiro-Wilk test for univariate normality and the Henze-Zirkler test for multivariate normality. The factorability of the correlation matrix was evaluated through the Kaiser-Meyer-Olkin (KMO) measure of sampling adequacy and Bartlett's test of sphericity. The psychometric properties of the measurement model were examined through established reliability and validity procedures. Internal consistency was assessed via Cronbach's alpha coefficients. Convergent validity was evaluated using Average Variance Extracted (AVE) values, while discriminant validity was examined through the Fornell-Larcker Criterion and the Heterotrait-Monotrait Ratio (HTMT). Hypothesis testing was conducted using Partial Least Squares Structural Equation Modelling (PLS-SEM) implemented in SmartPLS 4 (Ringle et al., 2024). This analytical approach was deemed appropriate given its capacity to accommodate complex mediation models and its suitability for examining predictive relationships in developing theoretical frameworks (Afrifa-Yamoah, 2016 , 2024 ; Yeboah and Afrifa-Yamoah 2024 , 2025 ). The structural model's goodness-of-fit was assessed through multiple indices: chi-square statistic, Comparative Fit Index (CFI), Root Mean Square Error of Approximation (RMSEA), and Tucker-Lewis Index (TLI). Composite Reliability (CR) values were calculated to provide additional evidence of construct reliability. Mediation hypotheses were tested using bootstrapping procedures with 5,000 resamples, with significance levels established at p < 0.05. 4. Results 4.1 Procedural Remedies, Reliability, and Validity The Kaiser-Meyer-Olkin measure of sampling adequacy yielded a value of 0.923, substantially exceeding the recommended criterion of 0.5, indicating excellent factorability of the correlation matrix. Bartlett's test of sphericity was statistically significant (χ² = 245.247, df = 926, p < 0.001), confirming that the observed variables were sufficiently intercorrelated to warrant factor analysis. Examination of distributional properties revealed that all measurement items satisfied univariate normality assumptions (Shapiro-Wilk test, p > 0.05). Multivariate normality was similarly confirmed through the Henze-Zirkler test (HZ = 6.85, p > 0.05). To address potential common method bias, Harman's single-factor test was conducted, revealing that the first unrotated factor accounted for 22.64% of the total variance, substantially below the 50% criterion, thereby indicating the absence of substantial common method variance. Confirmatory factor analysis yielded statistically significant standardised factor loadings for all indicators (p < 0.001), as detailed in Table 1 . The measurement model demonstrated robust psychometric properties, with an overall Cronbach's alpha of 0.947, indicating excellent internal consistency. Individual constructs exhibited strong reliability, with both Cronbach's alpha and composite reliability values ranging from 0.89 to 0.99, satisfying established criteria for internal consistency. Convergent validity was supported across all four constructs, with average variance extracted values exceeding the 0.50 threshold. The measurement model achieved satisfactory fit to the data: the Comparative Fit Index (0.932) and Tucker-Lewis Index (0.928) both exceeded the recommended threshold of 0.90. The Root Mean Square Error of Approximation (0.062) and Standardised Root Mean Square Residual (0.034) fell within acceptable limits (< 0.08), collectively supporting the adequacy of the measurement model (Nunfam et al., 2022; Nunfam et al., 2021). Table 1 Measurement Items' Factor Loadings and Reliability Assessment for Entrepreneurship Education and Green Entrepreneurial Intention Constructs Constructs and their respective items Loadings University entrepreneurial support (Cronbach’s alpha = 0.912, CR ( \(\:{\varvec{\rho\:}}_{\varvec{c}}\) ) = 0.938, CR ( \(\:{\varvec{\rho\:}}_{\varvec{a}}\) ) = 0.930, AVE = 0.791) My university offers courses on green entrepreneurship 0.900*** My university motivates students to start a green business 0.934*** My university offers project work focused on green entrepreneurship 0.916*** My university provide students with the financial and policy means to start a new business 0.802*** Entrepreneurial curriculum (Cronbach’s alpha = 0.978, CR ( \(\:{\varvec{\rho\:}}_{\varvec{c}}\) ) = 0.981, CR ( \(\:{\varvec{\rho\:}}_{\varvec{a}}\) ) =0.980, AVE = 0.868) The entrepreneurship course is developed to meet the needs of the economy 0.858*** The subject entrepreneurship is interesting because of its interactive learning nature 0.898*** I gain new experience pursuing the entrepreneurship course 0.955*** I have acquired entrepreneurial skills through the course 0.958*** I have gained sound knowledge about business through the entrepreneurship course 0.956*** Entrepreneurship lessons are real-world situations 0.955*** The entrepreneurship course adequately cover content to guide dealing with uncertainty 0.936*** The entrepreneurship course adequately cover content to guide dealing with ambiguity 0.931*** Teaching methods (Cronbach’s alpha = 0.982, CR ( \(\:{\varvec{\rho\:}}_{\varvec{c}}\) ) = 0.985, CR ( \(\:{\varvec{\rho\:}}_{\varvec{a}}\) ) = 0.983, AVE = 0.890) Lecturers teach the entrepreneurship course to meet real-world needs 0.904*** Lecturers demonstrate their experiences in teaching entrepreneurship courses 0.933*** The methodologies used by lecturers to deliver the entrepreneurship courses are very interesting 0.946*** Lecturers are approachable and have excellent ways of presenting the entrepreneurship courses 0.957*** Lecturers present a comprehensive business plan model that prepares me for the real-world of work 0.954*** Lecturers teaching methodologies stimulate my interest in entrepreneurship course 0.956*** The stories of great entrepreneurs told during lectures motivates me to develop interest in business ventures 0.945*** The participatory nature of entrepreneurship lectures makes lessons engaging 0.951*** Green entrepreneurial intention (Cronbach’s alpha = 0.968, CR ( \(\:{\varvec{\rho\:}}_{\varvec{c}}\) ) = 0.975, CR ( \(\:{\varvec{\rho\:}}_{\varvec{a}}\) ) = 0.969, AVE = 0.887) Becoming a green entrepreneur is my preferred career choice 0.925*** My professional goal is to become a green entrepreneur 0.945*** I am committed to start and run my own green business 0.961*** I am determined to create a green business in the future 0.944*** I have been thinking about green business ideas 0.934*** 4.2 Analysis of Direct, Confounding, and Mediation Effects A detailed analysis of both direct relationships and the mediation effects among the study's key constructs, considering confounding variables, is illustrated in the structural equation model. The model demonstrates strong explanatory power across multiple constructs, as evidenced by the R-square values. The analysis reveals significant insights into how entrepreneurship education components influence green entrepreneurial intentions through various pathways (Fig. 2 ). 4.2.1 Confounding Effects Analysis The analysis of confounding effects reveals some important demographic influences on the relationships within the model (Table 2 ). Age showed no significant confounding effects on any of the relationships examined, with all paths being non-significant: age to teaching methods (β = -0.003, t = 0.074, p = 0.941), age to entrepreneurial curriculum (β = -0.023, t = 0.518, p = 0.604), and age to green entrepreneurial intention (β = 0.05, t = 1.829, p = 0.067). Gender emerged as a significant confounding variable, demonstrating significant effects on both teaching methods (β = 0.092, t = 2.245, p = 0.025) and entrepreneurial curriculum (β = 0.093, t = 2.18, p = 0.029). However, gender did not significantly influence green entrepreneurial intention directly (β = 0.023, t = 0.763, p = 0.446). These findings suggest that gender differences exist in how students perceive and interact with entrepreneurship education components, though these differences do not translate directly to entrepreneurial intentions. Entrepreneurial family history showed no significant confounding effects across all examined relationships: teaching methods (β = 0.056, t = 1.424, p = 0.155), entrepreneurial curriculum (β = 0.02, t = 0.461, p = 0.644), and green entrepreneurial intention (β = -0.019, t = 0.614, p = 0.54). This indicates that having entrepreneurial family background does not significantly alter the relationships within the proposed model. 4.2.2 Direct Effects Analysis The direct effects analysis reveals several significant relationships among the key constructs (Table 2 ). University entrepreneurship support demonstrated strong positive effects on both teaching methods (β = 0.649, t = 19.69, p < 0.001) and entrepreneurial curriculum (β = 0.596, t = 16.144, p < 0.001), indicating that institutional support plays a crucial role in shaping both pedagogical approaches and curriculum design. Additionally, university entrepreneurship support showed a significant direct effect on green entrepreneurial intention (β = 0.352, t = 7.071, p < 0.001). Teaching methods exhibited a significant positive effect on green entrepreneurial intention (β = 0.18, t = 2.252, p = 0.024), suggesting that pedagogical approaches directly influence students' intentions to pursue green entrepreneurship. Similarly, entrepreneurial curriculum demonstrated a significant positive effect on green entrepreneurial intention (β = 0.357, t = 4.566, p < 0.001), with a stronger effect than teaching methods. 4.2.3 Mediation Effects Analysis The mediation analysis reveals significant indirect pathways through which university entrepreneurship support influences green entrepreneurial intention (Table 2 ). University entrepreneurship support significantly influences green entrepreneurial intention through teaching methods (β = 0.117, t = 2.221, p = 0.026), indicating that institutional support enhances green entrepreneurial intentions by improving teaching methodologies. More substantially, university entrepreneurship support influences green entrepreneurial intention through entrepreneurial curriculum (β = 0.213, t = 4.265, p < 0.001), with this pathway showing a stronger mediation effect than the teaching methods pathway. This suggests that university support has a more pronounced impact on green entrepreneurial intentions when it enhances curriculum quality compared to when it improves teaching methods alone. 5. Discussion This study set out to examine the influence of university entrepreneurial support on students’ green entrepreneurial intentions, with particular focus on the mediating roles of pedagogical approaches and entrepreneurship curricula within Ghanaian Technical Universities. Grounded in the TPB, SCT, and HCT, the findings underscore that university support systems, pedagogy, and curriculum each exert significant positive effects on green entrepreneurial intention. More importantly, the results reveal that pedagogical approaches and entrepreneurship curricula function as critical transmission mechanisms, with curriculum demonstrating a stronger mediating effect than pedagogy. These insights highlight that institutional support alone is insufficient; its effectiveness depends on being strategically channelled through sustainability-oriented curricula and innovative teaching practices. This reinforces the argument that green entrepreneurship education must move beyond structural support to embed sustainability principles deeply within the learning experience. The significant positive effect of university entrepreneurship support on green entrepreneurial intention (H1) underscores the cardinal role of institutional ecosystems in shaping students’ sustainability-oriented entrepreneurial aspirations. Consistent with prior empirical evidence (Nguyen et al., 2022; Shi et al., 2023), this finding suggests that access to incubators, mentorship, funding, and innovation hubs enhances students’ perceived feasibility of launching green ventures. From a TPB perspective, university support strengthens perceived behavioural control by reducing structural and resource-related barriers, thereby increasing students’ intention to engage in green entrepreneurship. Policy-wise, this highlights the need for higher education policymakers to prioritise sustained investment in university entrepreneurial infrastructure as a foundational driver of green venture creation. The finding that pedagogical approaches significantly influence green entrepreneurial intention (H2) highlights the importance of how entrepreneurship education is delivered, rather than merely what is taught. Experiential, practice-based, and problem-solving pedagogies were found to enhance students’ green entrepreneurial intention by fostering active engagement with sustainability challenges. This result aligns with SCT, which emphasises self-efficacy and learning through experience and observation (Bandura, 1986 ). By engaging students in real-world sustainability problems and exposing them to green entrepreneurial role models, pedagogical approaches strengthen students’ confidence in their entrepreneurial capabilities. For practice, this underscores the need for universities to shift away from traditional lecture-based methods towards experiential pedagogies that cultivate sustainability-driven entrepreneurial mindsets. The entrepreneurship curriculum was found to exert a strong and significant influence on green entrepreneurial intention (H3), surpassing the effect of pedagogical approaches. This finding reinforces the argument that curriculum content plays a decisive role in shaping students’ sustainability orientation. From a HCT perspective, sustainability-focused curricula enhance students’ knowledge, skills, and competencies required for green entrepreneurship, thereby increasing their readiness to pursue environmentally responsible ventures (Becker, 1964 ). Empirically, this finding corroborates earlier studies indicating that curricula embedded with environmental innovation, circular economy principles, and ethical entrepreneurship are more effective in fostering green entrepreneurial intentions (Amponsah et al., 2025 ; Sharma et al., 2024 ). At the policy level, this highlights the importance of embedding sustainability explicitly within national entrepreneurship education frameworks. The mediation analysis further reveals that pedagogical approaches partially mediate the relationship between university support systems and green entrepreneurial intention (H4). This indicates that institutional support enhances green entrepreneurial intention not only directly but also indirectly by improving the quality and effectiveness of teaching methods. In line with SCT, pedagogical approaches act as a conduit through which institutional resources are transformed into learning experiences that build self-efficacy and entrepreneurial confidence. This finding suggests that investments in university support systems must be complemented by capacity-building initiatives for academic staff to adopt innovative, sustainability-oriented pedagogical practices. More notably, entrepreneurship curriculum emerged as a stronger mediator between university support systems and green entrepreneurial intention (H5). This result suggests that the effectiveness of institutional support is significantly amplified when it is embedded within a well-designed, sustainability-oriented curriculum. From a TPB standpoint, curriculum content shapes students’ attitudes towards green entrepreneurship by framing sustainability as both desirable and viable. Simultaneously, from an HCT perspective, curriculum acts as the primary mechanism through which institutional support translates into human capital development. This has important implications for curriculum planners and accreditation bodies, who must ensure that sustainability is not treated as an add-on but as a core component of entrepreneurship education. Finally, the serial mediation effect of pedagogical approaches and entrepreneurship curriculum (H7) provides strong empirical support for the integrated theoretical framework adopted in this study. The finding confirms that university support systems influence green entrepreneurial intention most effectively when they first shape pedagogical practices, which in turn reinforce sustainability-oriented curriculum delivery. This sequential pathway reflects the complementary logic of TPB, SCT, and HCT, demonstrating how institutional structures, learning processes, and competency development interact to shape entrepreneurial intention. For policy formulation and implementation, this underscores the need for coordinated reforms that align institutional support, teaching practices, and curriculum design rather than addressing these elements in isolation. Notwithstanding its contributions, this study is subject to several limitations that should be considered when interpreting the findings. First, the use of a cross-sectional research design limits the ability to establish causal relationships among university support systems, pedagogical approaches, entrepreneurship curriculum, and green entrepreneurial intention. Longitudinal designs would be more appropriate for capturing changes in intentions over time and for assessing whether intentions translate into actual green entrepreneurial behaviour. Second, the study relied on self-reported data collected through structured questionnaires, which may be susceptible to common method bias and social desirability effects, particularly given the normative appeal of sustainability-related constructs. Third, although the sample size was large and drawn from four technical universities, the focus on Ghanaian Technical Universities limits the generalisability of the findings to other types of higher education institutions or national contexts with different educational systems and sustainability priorities. Fourth, the study examined green entrepreneurial intention rather than actual entrepreneurial behaviour, and intentions may not always result in venture creation. Finally, while the study integrated three complementary theories, other potentially relevant explanatory variables—such as institutional culture, regulatory frameworks, and external market conditions—were not included and may further shape green entrepreneurial outcomes. 6. Conclusion and implications This study examined the role of university entrepreneurial support in fostering green entrepreneurial intentions, with particular emphasis on the mediating roles of pedagogical approaches and entrepreneurship curriculum within Ghanaian Technical Universities. Drawing on the Theory of Planned Behaviour, Social Cognitive Theory, and Human Capital Theory, the findings demonstrate that university support systems, teaching approaches, and curriculum design significantly influence students’ green entrepreneurial intentions. Importantly, the results reveal that pedagogical approaches and entrepreneurship curriculum serve as critical transmission mechanisms through which institutional support is converted into sustainability-oriented entrepreneurial aspirations, with curriculum exerting a stronger mediating effect than pedagogy. Theoretically, the study advances entrepreneurship education literature by empirically validating the complementary application of TPB, SCT, and HCT in explaining green entrepreneurial intention. By integrating psychological, social, and educational perspectives, the study offers a more holistic explanation of how green entrepreneurial intentions are formed within higher education contexts. This integrated framework extends existing models of entrepreneurial intention by demonstrating that institutional support must operate through pedagogical and curricular pathways to be effective. From a practical perspective, the findings underscore the need for universities to move beyond providing isolated support initiatives and instead adopt a systems-based approach to entrepreneurship education. University managers and academic leaders should prioritise the integration of sustainability into entrepreneurship curricula and invest in pedagogical innovations that emphasise experiential, problem-based, and practice-oriented learning. Capacity-building programmes for academic staff are essential to ensure effective delivery of sustainability-focused entrepreneurship education. In terms of policy implications, the results highlight the importance of aligning national higher education and entrepreneurship policies with sustainability objectives. Policymakers and accreditation bodies should mandate the integration of green entrepreneurship competencies into university curricula and support institutions through targeted funding, incentives, and partnerships with industry and development organisations. Such coordinated policy actions can enhance the role of universities as catalysts for green innovation and sustainable economic transformation. Overall, this study reinforces the pivotal role of higher education institutions in advancing sustainable development by cultivating environmentally responsible entrepreneurs. By strategically aligning institutional support systems with pedagogy and curriculum, universities can play a transformative role in shaping the next generation of green entrepreneurs and contributing meaningfully to the achievement of global sustainability goals. Declarations Ethical Consideration Ethical approval for this study was obtained from the Takoradi Technical University Ethical Review Committee (TTUERC), in accordance with the principles of the Declaration of Helsinki and reflecting our commitment to internationally accepted ethical research practices. Consent to Participate Informed consent was obtained from all participants, who were fully briefed on the study’s purpose, procedures, potential risks, and their right to withdraw at any time. Participants’ confidentiality and privacy were strictly maintained throughout. All procedures were conducted in accordance with relevant guidelines and regulations. Competing Interests The authors declare no financial or non-financial competing interests. Consent to Publish All authors have agreed to the submission of this manuscript to Discover Sustainability. Author Contribution Emefa Akua Amponsah, Hafiz Adam, Maajid Zakaria Sulieman, and Victor Fannam Nunfam contributed to the study conception and design, materials preparation, data collection, and drafting of the initial manuscript. Ebenezer Afrifa-Yamoah conducted the data analysis and interpretation and drafted the results section. Emefa Akua Amponsah, Ebenezer Afrifa-Yamoah, and Victor Fannam Nunfam critically reviewed and revised the manuscript and contributed to the final version. All authors read and approved the manuscript for submission. Acknowledgement We sincerely thank all respondents for their invaluable contributions to this study. We also acknowledge the Research Ethics Committee of Takoradi Technical University for approving the study and facilitating its ethical conduct. Data Availability The data supporting the findings of this study are available from the corresponding author upon reasonable request, in accordance with appropriate data-sharing protocols. References Afrifa-Yamoah E. Achievement motivation as a function of participation, strive, willingness to work and maintaining work: Application of structural equation modelling (SEM). Int J Psychol Behav Sci. 2016;6(3):133–8. Afrifa-Yamoah E. (2024). Towards sustainable resource management: Graph modelling insights from Ghana's oil and gas local content ecosystem. The Extractive Industries and Society , 20(2024), 101570. https://doi.org/10.1016/j.exis.2024.101570 Ajzen I. The theory of planned behaviour. Organizational Behav Hum Decis processes. 1991;50(2):179–211. Ali A, Anufriev M, Amfo B. Green entrepreneurship in Ghana: Exploring drivers and institutional challenges. Afr J Bus Economic Res. 2021;16(2):35–50. Ampong E. Graduate unemployment in Ghana: challenges and workable strategies. Int J Res Publications. 2020;57(1):108–29. Amponsah EA, Suleiman MZ, Adam H, Nunfam VF. Personality traits, entrepreneurship education and green entrepreneurial intention of technical university students in Ghana: a multiple linear regression analysis. J Entrepreneurship Public Policy. 2025;14(1):56–84. https://doi.org/10.1108/JEPP-04-2024-0049 . Ayad HM, Sobaih AEE, Elshaer IA. University support systems and students’ entrepreneurial intentions: The role of entrepreneurial self-efficacy. Educ Train. 2022;64(3):441–58. Bandura A. Social foundations of thought and action: A social cognitive theory. Prentice-Hall; 1986. Batista-Canino RM, Lizcano D, Leiva A, Garcia JA. Transitioning towards sustainable entrepreneurship education: The role of digital pedagogies. Sustainability. 2024;16(2):1210. Becker GS. Human capital: A theoretical and empirical analysis, with special reference to education. University of Chicago Press; 1964. Boldureanu G, Ionescu AM, Bercu AM, Bedrule-Grigoruță MV, Boldureanu D. Entrepreneurship education through successful entrepreneurial models in higher education institutions. Sustainability. 2020;12(3):1267. Burckhardt-Bedeau I. (2021). Analytic Rubrics in Summative Assessment: Are Learners Due an Upgrade? (Master's thesis, Deakin University (Australia)). Burzyńska D, Jabłońska M, Dziuba R. Opportunities and conditions for the development of green entrepreneurship in the polish textile sector. Fibres Text East Eur. 2018;2(128):13–9. Chahal J, Shoukat MH, Ayoubi R. How entrepreneurial environment and education influence university students' entrepreneurial intentions: the mediating role of entrepreneurial motivation. High Educ Skills Work-Based Learn. 2024;14(3):591–609. Cui J, Sun J, Bell R. The impact of entrepreneurship education on the entrepreneurial mindset of college students in China: The mediating role of inspiration and the role of educational attributes. Int J Manage Educ. 2021;19(1):100296. Elnadi M, Gheith MH. Entrepreneurial ecosystem, entrepreneurial self-efficacy, and entrepreneurial intention in higher education: Evidence from Saudi Arabia. Int J Manage Educ. 2021;19(1):100458. Fissi S, Romolini A, Gori E, Contri M. Green entrepreneurship and sustainability in higher education: Challenges and opportunities. J Clean Prod. 2021;278:123798. Hall JK, Daneke GA, Lenox MJ. Sustainable development and entrepreneurship: Past contributions and future directions. J Bus Ventur. 2010;25(5):439–48. Li F, Wang Y, Liu H. Understanding students’ sustainable entrepreneurial intention: A cross-national perspective. J Clean Prod. 2023;389:136191. Liñán F, Chen Y-W. Development and cross-cultural application of a specific instrument to measure entrepreneurial intentions. Entrepreneurship Theory Pract. 2009;33(3):593–617. Liñán F, Rodríguez-Cohard JC, Rueda-Cantuche JM. Factors affecting entrepreneurial intention levels: a role for education. Int entrepreneurship Manage J. 2011;7(2):195–218. Lu G, Song Y, Pan B. How university entrepreneurship support affects college students’ entrepreneurial intentions: An empirical analysis from China. Sustainability. 2021;13(6):3224. Maheshwari G, Kha KL, Arokiasamy ARA. Factors affecting students’ entrepreneurial intentions: A systematic review (2005–2022) for future directions in theory and practice. Manage Rev Q. 2023;73(4):1903–70. https://doi.org/10.1007/s11301-023-00284-8 . Maheshwari G, Kha KL, Arokiasamy S. Aligning entrepreneurship education with SDGs: Challenges in curriculum design. Education+Training. 2023;65(4):607–26. Mensah IK, Gordon C. Environmental education and sustainable development in Ghana’s tertiary institutions. Int J Sustain High Educ. 2020;21(5):897–913. Ndou V, Secundo G, Del Vecchio P, Mele G, De Pascale G. Entrepreneurship education in higher education: Insights from African universities. Sustainability. 2018;10(11):4044. Nhleko S, van der Westhuizen G. Entrepreneurial education in South Africa: Pathways to sustainable development. Afr Educ Rev. 2022;19(1):38–55. Nhleko Y, van der Westhuizen T. The role of higher education institutions in introducing entrepreneurship education to meet the demands of industry 4.0. Acad Entrepreneurship J. 2022;28(1):1–23. Nunfam V, Akanganngang JA, Afrifa-Yamoah E. Personality, Entrepreneurship Education and Entrepreneurial Intention Among Ghanaian Students. Entrepreneurship Educ Pedagogy. 2022a;5(1):65–88. https://doi.org/10.1177/2515127420961040 . Nunfam V, Afrifa-Yamoah E, Akanganngang JA. (2022b). Mediation roles of pedagogical approaches and personality traits in entrepreneurial curriculum design and entrepreneurial intention nexus. Entrepreneurship Education, 5(2022), 179–197. https://doi.org/10.1007/s41959-022-00072-0 Ndou V, Secundo G, Schiuma G, Passiante G. Insights for shaping entrepreneurship education: Evidence from the European entrepreneurship centers. Sustainability. 2018;10(11):4323. Prabowo H, Ikhsan RB, Yuniarty Y. Drivers of green entrepreneurial intention: why does sustainability awareness matter among university students? Front Psychol. 2022;13:873140. Qazi W, Qureshi JA, Raza SA, Khan KA, Qureshi MA. Impact of personality traits and university green entrepreneurial support on students' green entrepreneurial intentions: The moderating role of environmental values. J Appl Res High Educ. 2020;13(4):1154–80. Ringle CM, Wende S. y Becker, J.-M.(2024).«SmartPLS 4.» Bönningstedt: SmartPLS . Shabeeb Ali AM, Ammer M, Elshaer IA. Evaluating the role of university education in sustainable entrepreneurship: Evidence from emerging economies. J Entrepreneurship Educ. 2023;26(2):1–14. Sharma A, Kumar R, Singh A. Building sustainable entrepreneurship in higher education: A role for pedagogy and curriculum. Sustain Educ. 2024;16(1):22–39. Soonsan N, Prasankarn H, Tanticharatwarodom P, Prasankarn J, Jumani ZA. University entrepreneurial support and green entrepreneurial behavior: a quantitative serial mediation. J Innov Entrepreneurship. 2025;14(1):54. Swaim JA, Maloni MJ, Napshin SA, Henley AB. Influences on student intention and behaviour toward environmental sustainability. J Bus Ethics. 2014;124:465–84. Syed N, Singh R, Spicer M. Entrepreneurship education and sustainable economic development. J Small Bus Manage. 2023;61(2):303–21. Uddin M, Chowdhury RA, Hoque N, Ahmad A, Mamun A, Uddin MN. Developing entrepreneurial intentions among business graduates of higher educational institutions through entrepreneurship education and entrepreneurial passion: A moderated mediation model. Int J Manage Educ. 2022;20(2):100647. Uzuegbunam I. Pedagogical approaches to responsible entrepreneurship education. Sustainability. 2022;14(15):9440. Veleva V. The role of entrepreneurs in advancing sustainable lifestyles: Challenges, impacts, and future opportunities. J Clean Prod. 2021;283:124658. Yasir M, Majid A, Javed A, Hashmi SH. Entrepreneurial education and green entrepreneurial intentions: Mediating role of ecological values. J Clean Prod. 2023;386:135679. Yasir N, Babar M, Mehmood HS, Xie R, Guo G. The environmental values play a role in the development of green entrepreneurship to achieve sustainable entrepreneurial intention. Sustainability. 2023;15(8):6451. Yeboah A, Afrifa-Yamoah E. The Influence of Social Presence on Customer Loyalty in Emerging Market Retail Industry: The Mediating Role of Trust. J Afr Bus. 2024;25(2):287–308. https://doi.org/10.1080/15228916.2023.2171023 . Yeboah A, Afrifa-Yamoah E. Serial mediation analysis of the integrative model of managerial ties and functional skills, organizational network, innovation, and financial performance. Int J Bus Innov Res. 2025. https://doi.org/10.1504/IJBIR.2023.10142823 . Yi G. From green entrepreneurial intentions to green entrepreneurial behaviors: The role of university entrepreneurial support and external institutional support. Int entrepreneurship Manage J. 2021;17(2):963–79. 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-8563052","acceptedTermsAndConditions":true,"allowDirectSubmit":false,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":595064593,"identity":"e0b4006a-14e7-41e0-9aae-4f32e713feb7","order_by":0,"name":"Emefa Akua Amponsah","email":"","orcid":"","institution":"Takoradi Technical University","correspondingAuthor":false,"prefix":"","firstName":"Emefa","middleName":"Akua","lastName":"Amponsah","suffix":""},{"id":595064594,"identity":"88251ca4-4bb5-4990-b896-f1986b76534a","order_by":1,"name":"Ebenezer Afrifa-Yamoah","email":"","orcid":"","institution":"Edith Cowan University","correspondingAuthor":false,"prefix":"","firstName":"Ebenezer","middleName":"","lastName":"Afrifa-Yamoah","suffix":""},{"id":595064595,"identity":"439a24da-f87e-4450-8cae-af72f4cac6e6","order_by":2,"name":"Hafiz Adam","email":"","orcid":"","institution":"Takoradi Technical University","correspondingAuthor":false,"prefix":"","firstName":"Hafiz","middleName":"","lastName":"Adam","suffix":""},{"id":595064596,"identity":"2d4a0ca3-53eb-449c-bde7-32ac168c5ab9","order_by":3,"name":"Maajid Zakaria Suleiman","email":"","orcid":"","institution":"Takoradi Technical University","correspondingAuthor":false,"prefix":"","firstName":"Maajid","middleName":"Zakaria","lastName":"Suleiman","suffix":""},{"id":595064597,"identity":"2fb720a7-fe0b-41d1-8ad3-f02e50ce196a","order_by":4,"name":"Victor Fannan Nunfam","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAA9ElEQVRIiWNgGAWjYDACZjiL8QEDQwWEKQHECXi0MDZAWQYMDGcMJAhrYUDWwthGhBaD48zPH3zcw5BncLuZ8dPNeX/qDA4wH7zNw1Cbh1PLYTbDxhnPGIoN7hxmls7dZiBhcIAt2ZqH4XgxLi2SzTyMzTwHGBI33Mg/ANXCYybNw3AssYGwlmTm37lzQFr4v+HVws+M0MImndsAtoUNqKUGjxY2w5kzDkgkzgRqsc45Ziw58zCbseUcgwM4tbDxH37w4cMBm8Q+oMNu59TI8fMdb354401FHU4tUCCBxAanB4PD+DVgA3WkaxkFo2AUjILhCgDOUVPJsNx2VgAAAABJRU5ErkJggg==","orcid":"","institution":"Takoradi Technical University","correspondingAuthor":true,"prefix":"","firstName":"Victor","middleName":"Fannan","lastName":"Nunfam","suffix":""}],"badges":[],"createdAt":"2026-01-09 16:53:17","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-8563052/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-8563052/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":103215021,"identity":"d28c7220-6101-4616-9b46-2b490e0f7c65","added_by":"auto","created_at":"2026-02-23 09:20:17","extension":"jpg","order_by":1,"title":"Figure 1","display":"","copyAsset":false,"role":"figure","size":71636,"visible":true,"origin":"","legend":"\u003cp\u003e\u003cstrong\u003eConceptual model for serial mediation\u003c/strong\u003e\u003c/p\u003e","description":"","filename":"1.jpg","url":"https://assets-eu.researchsquare.com/files/rs-8563052/v1/bff6382ee7f9782e33e5b307.jpg"},{"id":103215022,"identity":"ddce746a-6cf3-4912-a7f1-45226c349b0a","added_by":"auto","created_at":"2026-02-23 09:20:17","extension":"jpg","order_by":2,"title":"Figure 2","display":"","copyAsset":false,"role":"figure","size":92132,"visible":true,"origin":"","legend":"\u003cp\u003e\u003cstrong\u003eStructural Equation Model Depicting the Relationships between Entrepreneurship Education Components and Green Entrepreneurial Intention\u003c/strong\u003e\u003c/p\u003e","description":"","filename":"2.jpg","url":"https://assets-eu.researchsquare.com/files/rs-8563052/v1/a6fd85333ff8f237e059843a.jpg"},{"id":103505381,"identity":"dcbc2268-8e59-4539-9233-9e927244ab4f","added_by":"auto","created_at":"2026-02-26 13:30:32","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":1426125,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-8563052/v1/3fdd8798-796a-4ed4-84c1-91f4556dd477.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"Pedagogy and Curriculum Mediate the Relationship Between University Entrepreneurship Support and Green Entrepreneurial Intentions among University Students","fulltext":[{"header":"1. Introduction","content":"\u003cp\u003eIn recent years, higher educational institutions (HEIs) have emerged as critical drivers of entrepreneurial ecosystems, particularly in advancing sustainability agenda. Globally, universities are increasingly recognised not only as centres of knowledge creation but also as incubators for innovation and entrepreneurial thinking, fostering business creation and contributing to economic development (Syed, Singh, \u0026amp; Spicer, \u003cspan citationid=\"CR39\" class=\"CitationRef\"\u003e2023\u003c/span\u003e; Nhleko \u0026amp; van der Westhuizen, \u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). Responding to this mandate, many HEIs have integrated entrepreneurship education into their curricula to equip students with the skills, mindset, and motivation necessary to pursue entrepreneurial opportunities aligned with the United Nations Sustainable Development Goals (SDGs) (Uddin et al., \u003cspan citationid=\"CR40\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). This strategic shift underscores the growing expectation that universities will play a transformative role in shaping sustainability-oriented entrepreneurial intentions among students, particularly in emerging economies where green entrepreneurship is critical for addressing environmental and developmental challenges.\u003c/p\u003e \u003cp\u003eAmid growing concerns over climate change, environmental degradation, and resource depletion, green entrepreneurship has emerged as a critical pathway for sustainable development. Green entrepreneurial intention reflects an individual\u0026rsquo;s intention to create environmentally sustainable ventures that drive eco-friendly innovation (Qazi et al., 2021; Yasir et al., \u003cspan citationid=\"CR44\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). In this context, HEIs are expected to go beyond traditional entrepreneurship education by equipping students to launch businesses that prioritise environmental stewardship. Achieving this requires universities to cultivate an enabling ecosystem characterised by innovative pedagogical approaches, sustainability-oriented curricula, and comprehensive support systems that actively foster green entrepreneurial intentions. These include ideation platforms, mentorship, incubation facilities, and consultancy services (Amponsah et al., \u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e2025\u003c/span\u003e; Ayad, Sobaih, \u0026amp; Elshaer, \u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e2022\u003c/span\u003e; Ndou et al., \u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e2018\u003c/span\u003e). Such holistic support is essential for translating entrepreneurial education into actionable, sustainability-driven outcomes.\u003c/p\u003e \u003cp\u003eSwaim et al. (\u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e2014\u003c/span\u003e) contend that institutional support systems are most effective when anchored in dynamic pedagogical strategies and well-structured entrepreneurship. Curricula that embed sustainability principles, emphasising interdisciplinary learning, experiential methodologies, and hands-on engagement, can deepen students\u0026rsquo; understanding of and commitment to green entrepreneurship. Consequently, the impact of university support systems on fostering green entrepreneurial intentions is likely contingent upon the quality and relevance of the pedagogy and curriculum employed. In other words, these educational components serve as critical transmission mechanisms through which institutional support translates into sustainability-oriented entrepreneurial aspirations (Amponsah et al., \u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e2025\u003c/span\u003e; Soonsan et al., \u003cspan citationid=\"CR37\" class=\"CitationRef\"\u003e2025\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eDespite the growing global emphasis on sustainability in entrepreneurship education, the integration of green principles into university-level teaching and curricula remains underexplored. Studies indicate that traditional entrepreneurship education often prioritises profit maximisation, neglecting ecological and social objectives (Batista-Canino et al., \u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e2024\u003c/span\u003e; Li et al., \u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e2023\u003c/span\u003e; Qazi et al., 2021). Uddin et al. (\u003cspan citationid=\"CR40\" class=\"CitationRef\"\u003e2022\u003c/span\u003e) argue that without explicit incorporation of sustainability into curricula, students may lack the competencies needed for environmentally responsible ventures. This challenge is particularly acute in the Global South, where resource mismanagement, pollution, and institutional inefficiencies persist, and countries such as Ghana face criticism for weak environmental commitments (Amponsah et al., \u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e2025\u003c/span\u003e; Fissi et al., \u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Hall, Daneke, \u0026amp; Lenox, \u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e2010\u003c/span\u003e; Veleva, \u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e2021\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eAlthough interest in green entrepreneurship is growing, few empirical studies examine how HEIs in these regions integrate pedagogy and curricula to shape green entrepreneurial intentions, with research on Ghana remaining scarce (Ali, Anufriev, \u0026amp; Amfo, \u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Mensah \u0026amp; Gordon, \u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). Technical Universities in Ghana continue to emphasise traditional outcomes, such as, profit, scalability, and economic growth over sustainability (Maheshwari, Kha, \u0026amp; Arokiasamy, \u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e2023\u003c/span\u003e; Shabeeb Ali, Ammer, \u0026amp; Elshaer, \u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e2023\u003c/span\u003e), struggling to align curricula with global sustainability goals. Critically, there is limited evidence on how pedagogical practices and entrepreneurship curricula mediate the relationship between institutional support and green entrepreneurial intention. This study investigates how university entrepreneurial support, pedagogical approaches, and entrepreneurship curricula influence students\u0026rsquo; green entrepreneurial intentions within Ghana's Technical Universities. Specifically, it examines the mediating roles of pedagogy and curriculum in the relationship between institutional support systems and students\u0026rsquo; aspirations to launch environmentally sustainable ventures. By addressing this gap, the study provides actionable insights into how pedagogical and curricular reforms can foster green entrepreneurship. It aligns with Sustainable Development Goals (SDGs 7, 8, 12, 13, and 15), responding to the urgent need for environmentally conscious education in emerging economies. The findings aim to strengthen universities' capacity to integrate sustainability into entrepreneurship training and offer practical value to university administrators, curriculum designers, policymakers, and development partners. Furthermore, the study supports private sector and NGO initiatives to promote green innovation through academic collaboration, contributing to a broader agenda of sustainable development.\u003c/p\u003e"},{"header":"2. Theoretical Perspectives and Hypotheses","content":"\u003cdiv id=\"Sec3\" class=\"Section2\"\u003e \u003ch2\u003e2.1. Theoretical framework\u003c/h2\u003e \u003cp\u003eThis study adopts an integrated theoretical framework grounded in three well-established theories: the Theory of Planned Behaviour (TPB), Social Cognitive Theory (SCT), and Human Capital Theory (HCT) (Ajzen, \u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e1991\u003c/span\u003e; Bandura, \u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e1986\u003c/span\u003e; Becker, \u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e1964\u003c/span\u003e). Together, these frameworks offer a comprehensive lens for examining the complex interplay between university support systems, pedagogical practices, entrepreneurship curriculum, and the green entrepreneurial intentions (GEIs) of university students. These theories align with the multidimensional nature of entrepreneurial development by addressing the psychological, social, and educational influences on students\u0026rsquo; sustainability-driven entrepreneurial behaviours.\u003c/p\u003e \u003cp\u003eThe TPB (Ajzen, \u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e1991\u003c/span\u003e) provides a foundational psychological perspective, suggesting that intention is the immediate antecedent of behaviour. This intention is shaped by attitudes toward the behaviour, subjective norms, and perceived behavioural control. In the context of green entrepreneurship, TPB enables an understanding of how students' attitudes towards sustainability, their perception of social expectations, and their confidence in their ability to launch green ventures are influenced by the university environment. Pedagogical approaches and curriculum design influence students\u0026rsquo; attitudes and perceptions, while the presence of supportive university systems strengthens their sense of control and perceived ability to engage in sustainable business creation. TPB, therefore, serves as a useful guide for exploring how the structure and delivery of entrepreneurship education influence students\u0026rsquo; motivations to act sustainably.\u003c/p\u003e \u003cp\u003eSCT, introduced by Bandura (\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e1986\u003c/span\u003e), complements TPB by emphasising the importance of self-efficacy, observational learning, and social modelling. SCT is particularly valuable for understanding how environmental and social factors (e.g., mentorship, networking opportunities, and the presence of entrepreneurial role models) influence students' confidence to pursue green entrepreneurship. Within this framework, pedagogical approaches that incorporate experiential learning, collaborative projects, and exposure to successful sustainable entrepreneurs are powerful tools for building entrepreneurial self-efficacy. SCT also recognises that students often adopt behaviours through observation and imitation, making it vital for university ecosystems to create visible, accessible models of green entrepreneurship. By embedding these practices in both pedagogy and curriculum, institutions can effectively nurture a generation of sustainability-conscious entrepreneurs.\u003c/p\u003e \u003cp\u003eHCT (Becker, \u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e1964\u003c/span\u003e) reinforces the value of education as an investment in individual productivity and economic potential. It posits that knowledge, skills, and competencies developed through education are key determinants of entrepreneurial outcomes. In the context of this study, HCT underscores the critical role of university curricula and pedagogical strategies in enhancing and developing the human capital necessary for green entrepreneurship (Nunfam et al., 2015; Nunfam et al., 2022). Entrepreneurship programmes that integrate sustainability principles (e.g., environmental innovation, circular economy, and ethical business practices) equip students with the specialised knowledge and skills required to succeed in sustainability-driven ventures. Moreover, university support systems, including incubators, training workshops, and access to funding, serve to further develop students' practical capacities, reinforcing the educational investment required to advance the green entrepreneurial agenda (Amponsah et al., \u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e2025\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eCollectively, TPB, SCT, and HCT provide a robust and holistic framework for analysing how educational and institutional structures influence students' green entrepreneurial intentions. TPB focuses on the cognitive processes behind intention formation, SCT highlights the influence of social context and individual self-efficacy, and HCT draws attention to the accumulation of entrepreneurial competencies through targeted education. The complementary nature of these theories enables a deeper understanding of how pedagogical approaches and entrepreneurship curricula mediate the relationship between university support systems and students' drive to initiate environmentally responsible ventures. This integrated perspective is essential for designing effective educational interventions that align with global sustainability goals and empower students as agents of green transformation.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec4\" class=\"Section2\"\u003e \u003ch2\u003e2.2. Conceptual Model and Hypotheses\u003c/h2\u003e \u003cdiv id=\"Sec5\" class=\"Section3\"\u003e \u003ch2\u003e2.2.1. Direct relationships between university entrepreneurship support, pedagogical approaches, entrepreneurship curriculum, and green entrepreneurial intention\u003c/h2\u003e \u003cp\u003eThe concept of green entrepreneurial intention (GEI) denotes an individual\u0026rsquo;s conscious and deliberate intention to establish business ventures that prioritise environmental sustainability and responsible resource use (Burzyńska et al., \u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e2018\u003c/span\u003e). Drawing on the Theory of Planned Behaviour, GEI reflects favourable attitudes towards green entrepreneurship, perceived social and institutional support, and individuals\u0026rsquo; confidence in their capability to engage in environmentally responsible entrepreneurial activities (Ajzen, \u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e1991\u003c/span\u003e; Qazi et al., 2021). Recent empirical studies have increasingly focused on identifying the educational and institutional determinants that shape GEI among university students. For instance, Yi (\u003cspan citationid=\"CR47\" class=\"CitationRef\"\u003e2021\u003c/span\u003e), Prabowo et al. (\u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e2022\u003c/span\u003e), and Rahayu (2024) demonstrate that entrepreneurship education, sustainability-oriented curricula, and institutional support mechanisms significantly influence students\u0026rsquo; green entrepreneurial intentions, both directly and indirectly.\u003c/p\u003e \u003cp\u003eIn this study, the conceptual model (Fig.\u0026nbsp;\u003cspan refid=\"Fig1\" class=\"InternalRef\"\u003e1\u003c/span\u003e) positions university entrepreneurship support as the principal exogenous construct influencing GEI. Such support encompasses institutional resources, policy frameworks, incubation facilities, mentoring systems, and access to networks that collectively create an enabling entrepreneurial ecosystem. Empirical evidence suggests that robust university entrepreneurship support directly enhances students\u0026rsquo; propensity to engage in green entrepreneurship by reducing perceived barriers and strengthening opportunity recognition (Amponsah et al., \u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e2025\u003c/span\u003e; Yi, \u003cspan citationid=\"CR47\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). Beyond this direct effect, pedagogical approaches and entrepreneurship curriculum are conceptualised as complementary mediating mechanisms through which institutional support is translated into students\u0026rsquo; cognitive, motivational, and behavioural outcomes. Experiential, problem-based, and sustainability-oriented teaching methods have been shown to strengthen entrepreneurial competencies, self-efficacy, and pro-environmental values, thereby fostering stronger green entrepreneurial intentions (Nunfam et al., 2022; Prabowo et al., \u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e2022\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eTo enhance contextual robustness, the model incorporates control variables such as age, gender, and entrepreneurial family background, which have been shown to influence entrepreneurial intention by shaping individuals\u0026rsquo; exposure, risk preferences, and socialisation processes (Rahayu, 2024; Amponsah et al., \u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e2025\u003c/span\u003e). Accounting for these factors allows for a more precise estimation of the direct and mediated effects of university entrepreneurship support on green entrepreneurial intention.\u003c/p\u003e \u003cp\u003e \u003c/p\u003e \u003cp\u003eThe conceptual model advances a set of theoretically grounded direct relationships among university entrepreneurship support, teaching methods, entrepreneurship curriculum, and green entrepreneurial intention (Amponsah et al., \u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e2025\u003c/span\u003e; Li\u0026ntilde;\u0026aacute;n et al., \u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e2011\u003c/span\u003e; Nunfam et al., \u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e2022a\u003c/span\u003e, \u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e2022b\u003c/span\u003e; Yi, \u003cspan citationid=\"CR47\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). University entrepreneurship support is conceptualised as the collection of institutional policies, resources, infrastructures, and strategic commitments that facilitate entrepreneurship education and student venture development (Yi, \u003cspan citationid=\"CR47\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). Such support is posited to exert a direct influence on teaching methods by enabling the adoption of experiential, practice-oriented, and sustainability-focused pedagogical approaches through faculty training, curriculum flexibility, and access to industry-linked learning environments (Amponsah et al., \u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e2025\u003c/span\u003e; Yi, \u003cspan citationid=\"CR47\" class=\"CitationRef\"\u003e2021\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eSimilarly, university entrepreneurship support is theorised to directly shape the entrepreneurship curriculum. Strong institutional commitment to entrepreneurship and sustainability encourages the systematic integration of green entrepreneurship content, learning outcomes, and experiential components into curriculum design. These curricular configurations equip students with the requisite knowledge, skills, and competencies for environmentally responsible venture creation (Amponsah et al., \u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e2025\u003c/span\u003e; Nunfam et al., \u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e2022b\u003c/span\u003e; Yi, \u003cspan citationid=\"CR47\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). Beyond its indirect effects through educational processes, university entrepreneurship support is also expected to exert a direct influence on green entrepreneurial intention by enhancing students\u0026rsquo; perceived feasibility and desirability of pursuing green ventures, consistent with intention-based models of entrepreneurial behaviour (Li\u0026ntilde;\u0026aacute;n et al., \u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e2011\u003c/span\u003e; Yi, \u003cspan citationid=\"CR47\" class=\"CitationRef\"\u003e2021\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eTeaching methods are further hypothesised to have a direct effect on green entrepreneurial intention by strengthening students\u0026rsquo; entrepreneurial self-efficacy, opportunity recognition, and intrinsic motivation through active learning, problem-based engagement, and real-world exposure (Li\u0026ntilde;\u0026aacute;n et al., \u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e2011\u003c/span\u003e; Nunfam et al., \u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e2022a\u003c/span\u003e, \u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003eb\u003c/span\u003e). Likewise, the entrepreneurship curriculum is expected to directly influence green entrepreneurial intention by embedding sustainability-oriented knowledge, values, and competencies that shape pro-environmental entrepreneurial attitudes and intentions (Li\u0026ntilde;\u0026aacute;n et al., \u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e2011\u003c/span\u003e; Nunfam et al., \u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e2022a\u003c/span\u003e, \u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003eb\u003c/span\u003e). Drawing on these theoretically and empirically supported relationships, the study formulates the following hypotheses:\u003c/p\u003e \u003cp\u003e \u003cstrong\u003eH1\u003c/strong\u003e \u003cp\u003eUniversity entrepreneurship support has a significant effect on teaching methods.\u003c/p\u003e \u003c/p\u003e \u003cp\u003e \u003cstrong\u003eH2\u003c/strong\u003e \u003cp\u003eUniversity entrepreneurship support has a significant effect on entrepreneurship curriculum.\u003c/p\u003e \u003c/p\u003e \u003cp\u003e \u003cstrong\u003eH3\u003c/strong\u003e \u003cp\u003eUniversity entrepreneurship support has a significant effect on students\u0026rsquo; green entrepreneurial intention.\u003c/p\u003e \u003c/p\u003e \u003cp\u003e \u003cstrong\u003eH4\u003c/strong\u003e \u003cp\u003eTeaching methods have a significant effect on students\u0026rsquo; green entrepreneurial intention.\u003c/p\u003e \u003c/p\u003e \u003cp\u003e \u003cstrong\u003eH5\u003c/strong\u003e \u003cp\u003eEntrepreneurship curriculum has a significant effect on students\u0026rsquo; green entrepreneurial intention.\u003c/p\u003e \u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec6\" class=\"Section3\"\u003e \u003ch2\u003e2.2.2. Indirect relationships: mediating roles of pedagogical approaches and entrepreneurship curriculum\u003c/h2\u003e \u003cp\u003eBeyond the direct effects, the conceptual model posits that pedagogical approaches (teaching methods) and the entrepreneurship curriculum function as critical mediating mechanisms through which university entrepreneurship support influences green entrepreneurial intention (Soonsan et al., \u003cspan citationid=\"CR37\" class=\"CitationRef\"\u003e2025\u003c/span\u003e). Teaching methods are expected to mediate this relationship by converting institutional resources, policies, and infrastructures into meaningful learning experiences that enhance students\u0026rsquo; entrepreneurial confidence, sustainability awareness, and behavioural readiness. In particular, experiential, problem-based, and practice-oriented pedagogical approaches enable institutional support to be translated into individual-level cognitive, attitudinal, and motivational outcomes that underpin green entrepreneurial intention (Nunfam et al., \u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e2022a\u003c/span\u003e, \u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003eb\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eSimilarly, the entrepreneurship curriculum is theorised to mediate the relationship between university entrepreneurship support and green entrepreneurial intention by transforming institutional commitment and resources into structured, sustainability-oriented knowledge, skills, and competencies. Curriculum design plays a pivotal role in determining the depth and coherence with which sustainability principles are embedded within entrepreneurship education, thereby shaping students\u0026rsquo; entrepreneurial mindsets and long-term aspirations towards environmentally responsible and sustainable venture creation (Nunfam et al., \u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e2022a\u003c/span\u003e, \u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e2022b\u003c/span\u003e; Soonsan et al., \u003cspan citationid=\"CR37\" class=\"CitationRef\"\u003e2025\u003c/span\u003e; Yi, \u003cspan citationid=\"CR47\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). Through these mediating pathways, university entrepreneurship support indirectly fosters green entrepreneurial intention by strengthening the educational processes that influence students\u0026rsquo; values, self-beliefs, and opportunity perceptions. Accordingly, the following mediation hypotheses are advanced:\u003c/p\u003e \u003cp\u003e \u003cstrong\u003eH6\u003c/strong\u003e \u003cp\u003eTeaching methods mediate the relationship between university entrepreneurship support and students\u0026rsquo; green entrepreneurial intention.\u003c/p\u003e \u003c/p\u003e \u003cp\u003e \u003cstrong\u003eH7\u003c/strong\u003e \u003cp\u003eEntrepreneurship curriculum mediates the relationship between university entrepreneurship support and students\u0026rsquo; green entrepreneurial intention.\u003c/p\u003e \u003c/p\u003e \u003c/div\u003e \u003c/div\u003e"},{"header":"3. Materials and Methods","content":"\u003cdiv id=\"Sec8\" class=\"Section2\"\u003e \u003ch2\u003e3.1. Research Philosophy and Design\u003c/h2\u003e \u003cp\u003eThis study adopts a positivist research philosophy highlighting that objective reality exists independently of human perception, and it can be measured and understood through empirical evidence (Yeboah \u0026amp; Afrifa- Yamoah, 2024; 2025) the study further adopts quantitative and cross-sectional orientation. This helped to measure the relationships between the research constructs (e.g., pedagogy, curriculum, university entrepreneurial support and green entrepreneurship intention). They sought to explain the causal pathways and mediation effects within the model while helping to understand the prevailing relationships among the study variable (Yeboah \u0026amp;Afrifa Yamoah, 2024).\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec9\" class=\"Section2\"\u003e \u003ch2\u003e3.2. Population, Sampling and Sample Size\u003c/h2\u003e \u003cp\u003eThe target population is made up of university students from four Technical Universities in Ghana. The selection of these technical Universities was because they are mandated to provide practical based technical education with emphasis on applied skills and entrepreneurship. The Universities were sampled to ensure there was geographical representation of technical universities across the north, middle and southern parts of Ghana (Amponsah et al. \u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e2025\u003c/span\u003e). Hair et al. (2019) recommend that adequate sample size with a minimum of about 200 is required for model stability to adhere to the rule of thumb of 10 observations per estimated parameter. The sample size for this study was 1,329 which is deemed sufficient for the analysis\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec10\" class=\"Section2\"\u003e \u003ch2\u003e3.3. Data Sources, Instruments and Measures\u003c/h2\u003e \u003cp\u003eThe study used a 60-item instrument that was adapted from several studies to measure outcomes for the constructs of interest (university entrepreneurial support, entrepreneurship curriculum, pedagogical approaches/teaching methods and green entrepreneurial intention). University entrepreneurial support was measured using a four-item scale adapted from Shi et al. (2023) and Nguyen et al. (2022). Entrepreneurship curriculum was assessed using an eight-item scale adapted from Nunfam et al. (\u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e2022b\u003c/span\u003e) and Elnadi and Gheith (\u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). Pedagogical approaches/teaching methods was adapted from Sharma et al. (\u003cspan citationid=\"CR36\" class=\"CitationRef\"\u003e2024\u003c/span\u003e) and Boldureanu et al. (\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e2020\u003c/span\u003e) to measure how effective teaching methods are in encouraging green entrepreneurship intention. Green entrepreneurship intention was measured with a five-item scale from Li\u0026ntilde;\u0026aacute;n and Chen (\u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e2009\u003c/span\u003e) and Qazi et al. (2021)\u003c/p\u003e \u003cp\u003eControl variable such as respondents\u0026rsquo; background characteristics which have been identified as potential confounders in entrepreneurship intention research (Nunfam, Akanganngang, \u0026amp; Afrifa-Yamoah, \u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e2022a\u003c/span\u003e) The study employed structured questionnaire that enumerators were deployed to collect information from respondents. A five-point Likert scale (ranging from strongly agree to strongly disagree was employed to collect that data from the students in the Technical Universities. Also, ethical approval for this study was obtained from the Takoradi Technical University Ethical Review Committee (TTUERC), in accordance with the principles of the Declaration of Helsinki and reflecting our commitment to internationally accepted ethical research practices.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec11\" class=\"Section2\"\u003e \u003ch2\u003e3.4. Data Processing and Analysis\u003c/h2\u003e \u003cp\u003eThe present study employed a comprehensive analytical framework to investigate the relationships among university entrepreneurial support, entrepreneurial curriculum, teaching methods, and green entrepreneurial intentions, with emphasis on potential mediation effects (Yeboah \u0026amp; Afrifa-Yamoah, 2023, \u003cspan citationid=\"CR46\" class=\"CitationRef\"\u003e2025\u003c/span\u003e). Prior to hypothesis testing, data screening procedures were implemented, including the Shapiro-Wilk test for univariate normality and the Henze-Zirkler test for multivariate normality. The factorability of the correlation matrix was evaluated through the Kaiser-Meyer-Olkin (KMO) measure of sampling adequacy and Bartlett's test of sphericity.\u003c/p\u003e \u003cp\u003eThe psychometric properties of the measurement model were examined through established reliability and validity procedures. Internal consistency was assessed via Cronbach's alpha coefficients. Convergent validity was evaluated using Average Variance Extracted (AVE) values, while discriminant validity was examined through the Fornell-Larcker Criterion and the Heterotrait-Monotrait Ratio (HTMT).\u003c/p\u003e \u003cp\u003eHypothesis testing was conducted using Partial Least Squares Structural Equation Modelling (PLS-SEM) implemented in SmartPLS 4 (Ringle et al., 2024). This analytical approach was deemed appropriate given its capacity to accommodate complex mediation models and its suitability for examining predictive relationships in developing theoretical frameworks (Afrifa-Yamoah, \u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e2016\u003c/span\u003e, \u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2024\u003c/span\u003e; Yeboah and Afrifa-Yamoah \u003cspan citationid=\"CR45\" class=\"CitationRef\"\u003e2024\u003c/span\u003e, \u003cspan citationid=\"CR46\" class=\"CitationRef\"\u003e2025\u003c/span\u003e). The structural model's goodness-of-fit was assessed through multiple indices: chi-square statistic, Comparative Fit Index (CFI), Root Mean Square Error of Approximation (RMSEA), and Tucker-Lewis Index (TLI). Composite Reliability (CR) values were calculated to provide additional evidence of construct reliability. Mediation hypotheses were tested using bootstrapping procedures with 5,000 resamples, with significance levels established at p\u0026thinsp;\u0026lt;\u0026thinsp;0.05.\u003c/p\u003e \u003c/div\u003e"},{"header":"4. Results","content":"\u003cdiv id=\"Sec13\" class=\"Section2\"\u003e \u003ch2\u003e4.1 Procedural Remedies, Reliability, and Validity\u003c/h2\u003e \u003cp\u003eThe Kaiser-Meyer-Olkin measure of sampling adequacy yielded a value of 0.923, substantially exceeding the recommended criterion of 0.5, indicating excellent factorability of the correlation matrix. Bartlett's test of sphericity was statistically significant (χ\u0026sup2; = 245.247, df\u0026thinsp;=\u0026thinsp;926, p\u0026thinsp;\u0026lt;\u0026thinsp;0.001), confirming that the observed variables were sufficiently intercorrelated to warrant factor analysis. Examination of distributional properties revealed that all measurement items satisfied univariate normality assumptions (Shapiro-Wilk test, p\u0026thinsp;\u0026gt;\u0026thinsp;0.05). Multivariate normality was similarly confirmed through the Henze-Zirkler test (HZ\u0026thinsp;=\u0026thinsp;6.85, p\u0026thinsp;\u0026gt;\u0026thinsp;0.05). To address potential common method bias, Harman's single-factor test was conducted, revealing that the first unrotated factor accounted for 22.64% of the total variance, substantially below the 50% criterion, thereby indicating the absence of substantial common method variance.\u003c/p\u003e \u003cp\u003eConfirmatory factor analysis yielded statistically significant standardised factor loadings for all indicators (p\u0026thinsp;\u0026lt;\u0026thinsp;0.001), as detailed in Table\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e. The measurement model demonstrated robust psychometric properties, with an overall Cronbach's alpha of 0.947, indicating excellent internal consistency. Individual constructs exhibited strong reliability, with both Cronbach's alpha and composite reliability values ranging from 0.89 to 0.99, satisfying established criteria for internal consistency. Convergent validity was supported across all four constructs, with average variance extracted values exceeding the 0.50 threshold. The measurement model achieved satisfactory fit to the data: the Comparative Fit Index (0.932) and Tucker-Lewis Index (0.928) both exceeded the recommended threshold of 0.90. The Root Mean Square Error of Approximation (0.062) and Standardised Root Mean Square Residual (0.034) fell within acceptable limits (\u0026lt;\u0026thinsp;0.08), collectively supporting the adequacy of the measurement model (Nunfam et al., 2022; Nunfam et al., 2021).\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\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\u003eMeasurement Items' Factor Loadings and Reliability Assessment for Entrepreneurship Education and Green Entrepreneurial Intention Constructs\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"2\"\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 \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eConstructs and their respective items\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eLoadings\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eUniversity entrepreneurial support (Cronbach\u0026rsquo;s alpha\u0026thinsp;=\u0026thinsp;0.912, CR (\u003cspan class=\"InlineEquation\"\u003e\u003cspan class=\"mathinline\"\u003e\\(\\:{\\varvec{\\rho\\:}}_{\\varvec{c}}\\)\u003c/span\u003e\u003c/span\u003e)\u0026thinsp;=\u0026thinsp;0.938, CR (\u003cspan class=\"InlineEquation\"\u003e\u003cspan class=\"mathinline\"\u003e\\(\\:{\\varvec{\\rho\\:}}_{\\varvec{a}}\\)\u003c/span\u003e\u003c/span\u003e)\u0026thinsp;=\u0026thinsp;0.930, AVE\u0026thinsp;=\u0026thinsp;0.791)\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eMy university offers courses on green entrepreneurship\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e0.900***\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eMy university motivates students to start a green business\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e0.934***\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eMy university offers project work focused on green entrepreneurship\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e0.916***\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eMy university provide students with the financial and policy means to start a new business\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e0.802***\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eEntrepreneurial curriculum (Cronbach\u0026rsquo;s alpha\u0026thinsp;=\u0026thinsp;0.978, CR (\u003c/b\u003e\u003cspan class=\"InlineEquation\"\u003e\u003cspan class=\"mathinline\"\u003e\\(\\:{\\varvec{\\rho\\:}}_{\\varvec{c}}\\)\u003c/span\u003e\u003c/span\u003e\u003cb\u003e)\u0026thinsp;=\u0026thinsp;0.981, CR (\u003c/b\u003e\u003cspan class=\"InlineEquation\"\u003e\u003cspan class=\"mathinline\"\u003e\\(\\:{\\varvec{\\rho\\:}}_{\\varvec{a}}\\)\u003c/span\u003e\u003c/span\u003e\u003cb\u003e) =0.980, AVE\u0026thinsp;=\u0026thinsp;0.868)\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eThe entrepreneurship course is developed to meet the needs of the economy\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e0.858***\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eThe subject entrepreneurship is interesting because of its interactive learning nature\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e0.898***\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eI gain new experience pursuing the entrepreneurship course\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e0.955***\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eI have acquired entrepreneurial skills through the course\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e0.958***\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eI have gained sound knowledge about business through the entrepreneurship course\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e0.956***\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eEntrepreneurship lessons are real-world situations\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e0.955***\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eThe entrepreneurship course adequately cover content to guide dealing with uncertainty\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e0.936***\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eThe entrepreneurship course adequately cover content to guide dealing with ambiguity\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e0.931***\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eTeaching methods (Cronbach\u0026rsquo;s alpha\u0026thinsp;=\u0026thinsp;0.982, CR (\u003c/b\u003e\u003cspan class=\"InlineEquation\"\u003e\u003cspan class=\"mathinline\"\u003e\\(\\:{\\varvec{\\rho\\:}}_{\\varvec{c}}\\)\u003c/span\u003e\u003c/span\u003e\u003cb\u003e)\u0026thinsp;=\u0026thinsp;0.985, CR (\u003c/b\u003e\u003cspan class=\"InlineEquation\"\u003e\u003cspan class=\"mathinline\"\u003e\\(\\:{\\varvec{\\rho\\:}}_{\\varvec{a}}\\)\u003c/span\u003e\u003c/span\u003e\u003cb\u003e)\u0026thinsp;=\u0026thinsp;0.983, AVE\u0026thinsp;=\u0026thinsp;0.890)\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eLecturers teach the entrepreneurship course to meet real-world needs\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e0.904***\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eLecturers demonstrate their experiences in teaching entrepreneurship courses\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e0.933***\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eThe methodologies used by lecturers to deliver the entrepreneurship courses are very interesting\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e0.946***\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eLecturers are approachable and have excellent ways of presenting the entrepreneurship courses\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e0.957***\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eLecturers present a comprehensive business plan model that prepares me for the real-world of work\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e0.954***\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eLecturers teaching methodologies stimulate my interest in entrepreneurship course\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e0.956***\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eThe stories of great entrepreneurs told during lectures motivates me to develop interest in business ventures\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e0.945***\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eThe participatory nature of entrepreneurship lectures makes lessons engaging\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e0.951***\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eGreen entrepreneurial intention (Cronbach\u0026rsquo;s alpha\u0026thinsp;=\u0026thinsp;0.968, CR (\u003c/b\u003e\u003cspan class=\"InlineEquation\"\u003e\u003cspan class=\"mathinline\"\u003e\\(\\:{\\varvec{\\rho\\:}}_{\\varvec{c}}\\)\u003c/span\u003e\u003c/span\u003e\u003cb\u003e)\u0026thinsp;=\u0026thinsp;0.975, CR (\u003c/b\u003e\u003cspan class=\"InlineEquation\"\u003e\u003cspan class=\"mathinline\"\u003e\\(\\:{\\varvec{\\rho\\:}}_{\\varvec{a}}\\)\u003c/span\u003e\u003c/span\u003e\u003cb\u003e)\u0026thinsp;=\u0026thinsp;0.969, AVE\u0026thinsp;=\u0026thinsp;0.887)\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eBecoming a green entrepreneur is my preferred career choice\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e0.925***\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eMy professional goal is to become a green entrepreneur\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e0.945***\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eI am committed to start and run my own green business\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e0.961***\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eI am determined to create a green business in the future\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e0.944***\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eI have been thinking about green business ideas\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e0.934***\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec14\" class=\"Section2\"\u003e \u003ch2\u003e4.2 Analysis of Direct, Confounding, and Mediation Effects\u003c/h2\u003e \u003cp\u003e \u003cdiv class=\"BlockQuote\"\u003e \u003cp\u003eA detailed analysis of both direct relationships and the mediation effects among the study's key constructs, considering confounding variables, is illustrated in the structural equation model. The model demonstrates strong explanatory power across multiple constructs, as evidenced by the R-square values. The analysis reveals significant insights into how entrepreneurship education components influence green entrepreneurial intentions through various pathways (Fig.\u0026nbsp;\u003cspan refid=\"Fig2\" class=\"InternalRef\"\u003e2\u003c/span\u003e).\u003c/p\u003e \u003c/div\u003e \u003c/p\u003e \u003cp\u003e \u003c/p\u003e \u003cdiv id=\"Sec15\" class=\"Section3\"\u003e \u003ch2\u003e4.2.1 Confounding Effects Analysis\u003c/h2\u003e \u003cp\u003e \u003cdiv class=\"BlockQuote\"\u003e \u003cp\u003eThe analysis of confounding effects reveals some important demographic influences on the relationships within the model (Table\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e). Age showed no significant confounding effects on any of the relationships examined, with all paths being non-significant: age to teaching methods (β = -0.003, t\u0026thinsp;=\u0026thinsp;0.074, p\u0026thinsp;=\u0026thinsp;0.941), age to entrepreneurial curriculum (β = -0.023, t\u0026thinsp;=\u0026thinsp;0.518, p\u0026thinsp;=\u0026thinsp;0.604), and age to green entrepreneurial intention (β\u0026thinsp;=\u0026thinsp;0.05, t\u0026thinsp;=\u0026thinsp;1.829, p\u0026thinsp;=\u0026thinsp;0.067).\u003c/p\u003e \u003cp\u003eGender emerged as a significant confounding variable, demonstrating significant effects on both teaching methods (β\u0026thinsp;=\u0026thinsp;0.092, t\u0026thinsp;=\u0026thinsp;2.245, p\u0026thinsp;=\u0026thinsp;0.025) and entrepreneurial curriculum (β\u0026thinsp;=\u0026thinsp;0.093, t\u0026thinsp;=\u0026thinsp;2.18, p\u0026thinsp;=\u0026thinsp;0.029). However, gender did not significantly influence green entrepreneurial intention directly (β\u0026thinsp;=\u0026thinsp;0.023, t\u0026thinsp;=\u0026thinsp;0.763, p\u0026thinsp;=\u0026thinsp;0.446). These findings suggest that gender differences exist in how students perceive and interact with entrepreneurship education components, though these differences do not translate directly to entrepreneurial intentions.\u003c/p\u003e \u003cp\u003eEntrepreneurial family history showed no significant confounding effects across all examined relationships: teaching methods (β\u0026thinsp;=\u0026thinsp;0.056, t\u0026thinsp;=\u0026thinsp;1.424, p\u0026thinsp;=\u0026thinsp;0.155), entrepreneurial curriculum (β\u0026thinsp;=\u0026thinsp;0.02, t\u0026thinsp;=\u0026thinsp;0.461, p\u0026thinsp;=\u0026thinsp;0.644), and green entrepreneurial intention (β = -0.019, t\u0026thinsp;=\u0026thinsp;0.614, p\u0026thinsp;=\u0026thinsp;0.54). This indicates that having entrepreneurial family background does not significantly alter the relationships within the proposed model.\u003c/p\u003e \u003c/div\u003e \u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec16\" class=\"Section3\"\u003e \u003ch2\u003e4.2.2 Direct Effects Analysis\u003c/h2\u003e \u003cp\u003e \u003cdiv class=\"BlockQuote\"\u003e \u003cp\u003eThe direct effects analysis reveals several significant relationships among the key constructs (Table\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e). University entrepreneurship support demonstrated strong positive effects on both teaching methods (β\u0026thinsp;=\u0026thinsp;0.649, t\u0026thinsp;=\u0026thinsp;19.69, p\u0026thinsp;\u0026lt;\u0026thinsp;0.001) and entrepreneurial curriculum (β\u0026thinsp;=\u0026thinsp;0.596, t\u0026thinsp;=\u0026thinsp;16.144, p\u0026thinsp;\u0026lt;\u0026thinsp;0.001), indicating that institutional support plays a crucial role in shaping both pedagogical approaches and curriculum design. Additionally, university entrepreneurship support showed a significant direct effect on green entrepreneurial intention (β\u0026thinsp;=\u0026thinsp;0.352, t\u0026thinsp;=\u0026thinsp;7.071, p\u0026thinsp;\u0026lt;\u0026thinsp;0.001).\u003c/p\u003e \u003cp\u003eTeaching methods exhibited a significant positive effect on green entrepreneurial intention (β\u0026thinsp;=\u0026thinsp;0.18, t\u0026thinsp;=\u0026thinsp;2.252, p\u0026thinsp;=\u0026thinsp;0.024), suggesting that pedagogical approaches directly influence students' intentions to pursue green entrepreneurship. Similarly, entrepreneurial curriculum demonstrated a significant positive effect on green entrepreneurial intention (β\u0026thinsp;=\u0026thinsp;0.357, t\u0026thinsp;=\u0026thinsp;4.566, p\u0026thinsp;\u0026lt;\u0026thinsp;0.001), with a stronger effect than teaching methods.\u003c/p\u003e \u003c/div\u003e \u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec17\" class=\"Section3\"\u003e \u003ch2\u003e4.2.3 Mediation Effects Analysis\u003c/h2\u003e \u003cp\u003e \u003cdiv class=\"BlockQuote\"\u003e \u003cp\u003eThe mediation analysis reveals significant indirect pathways through which university entrepreneurship support influences green entrepreneurial intention (Table\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e). University entrepreneurship support significantly influences green entrepreneurial intention through teaching methods (β\u0026thinsp;=\u0026thinsp;0.117, t\u0026thinsp;=\u0026thinsp;2.221, p\u0026thinsp;=\u0026thinsp;0.026), indicating that institutional support enhances green entrepreneurial intentions by improving teaching methodologies.\u003c/p\u003e \u003cp\u003eMore substantially, university entrepreneurship support influences green entrepreneurial intention through entrepreneurial curriculum (β\u0026thinsp;=\u0026thinsp;0.213, t\u0026thinsp;=\u0026thinsp;4.265, p\u0026thinsp;\u0026lt;\u0026thinsp;0.001), with this pathway showing a stronger mediation effect than the teaching methods pathway. This suggests that university support has a more pronounced impact on green entrepreneurial intentions when it enhances curriculum quality compared to when it improves teaching methods alone.\u003c/p\u003e \u003c/div\u003e \u003c/p\u003e"},{"header":"5. Discussion","content":"\u003cp\u003eThis study set out to examine the influence of university entrepreneurial support on students\u0026rsquo; green entrepreneurial intentions, with particular focus on the mediating roles of pedagogical approaches and entrepreneurship curricula within Ghanaian Technical Universities. Grounded in the TPB, SCT, and HCT, the findings underscore that university support systems, pedagogy, and curriculum each exert significant positive effects on green entrepreneurial intention. More importantly, the results reveal that pedagogical approaches and entrepreneurship curricula function as critical transmission mechanisms, with curriculum demonstrating a stronger mediating effect than pedagogy. These insights highlight that institutional support alone is insufficient; its effectiveness depends on being strategically channelled through sustainability-oriented curricula and innovative teaching practices. This reinforces the argument that green entrepreneurship education must move beyond structural support to embed sustainability principles deeply within the learning experience. The significant positive effect of university entrepreneurship support on green entrepreneurial intention (H1) underscores the cardinal role of institutional ecosystems in shaping students\u0026rsquo; sustainability-oriented entrepreneurial aspirations. Consistent with prior empirical evidence (Nguyen et al., 2022; Shi et al., 2023), this finding suggests that access to incubators, mentorship, funding, and innovation hubs enhances students\u0026rsquo; perceived feasibility of launching green ventures. From a TPB perspective, university support strengthens perceived behavioural control by reducing structural and resource-related barriers, thereby increasing students\u0026rsquo; intention to engage in green entrepreneurship. Policy-wise, this highlights the need for higher education policymakers to prioritise sustained investment in university entrepreneurial infrastructure as a foundational driver of green venture creation.\u003c/p\u003e \u003cp\u003eThe finding that pedagogical approaches significantly influence green entrepreneurial intention (H2) highlights the importance of how entrepreneurship education is delivered, rather than merely what is taught. Experiential, practice-based, and problem-solving pedagogies were found to enhance students\u0026rsquo; green entrepreneurial intention by fostering active engagement with sustainability challenges. This result aligns with SCT, which emphasises self-efficacy and learning through experience and observation (Bandura, \u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e1986\u003c/span\u003e). By engaging students in real-world sustainability problems and exposing them to green entrepreneurial role models, pedagogical approaches strengthen students\u0026rsquo; confidence in their entrepreneurial capabilities. For practice, this underscores the need for universities to shift away from traditional lecture-based methods towards experiential pedagogies that cultivate sustainability-driven entrepreneurial mindsets.\u003c/p\u003e \u003cp\u003eThe entrepreneurship curriculum was found to exert a strong and significant influence on green entrepreneurial intention (H3), surpassing the effect of pedagogical approaches. This finding reinforces the argument that curriculum content plays a decisive role in shaping students\u0026rsquo; sustainability orientation. From a HCT perspective, sustainability-focused curricula enhance students\u0026rsquo; knowledge, skills, and competencies required for green entrepreneurship, thereby increasing their readiness to pursue environmentally responsible ventures (Becker, \u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e1964\u003c/span\u003e). Empirically, this finding corroborates earlier studies indicating that curricula embedded with environmental innovation, circular economy principles, and ethical entrepreneurship are more effective in fostering green entrepreneurial intentions (Amponsah et al., \u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e2025\u003c/span\u003e; Sharma et al., \u003cspan citationid=\"CR36\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). At the policy level, this highlights the importance of embedding sustainability explicitly within national entrepreneurship education frameworks.\u003c/p\u003e \u003cp\u003eThe mediation analysis further reveals that pedagogical approaches partially mediate the relationship between university support systems and green entrepreneurial intention (H4). This indicates that institutional support enhances green entrepreneurial intention not only directly but also indirectly by improving the quality and effectiveness of teaching methods. In line with SCT, pedagogical approaches act as a conduit through which institutional resources are transformed into learning experiences that build self-efficacy and entrepreneurial confidence. This finding suggests that investments in university support systems must be complemented by capacity-building initiatives for academic staff to adopt innovative, sustainability-oriented pedagogical practices.\u003c/p\u003e \u003cp\u003eMore notably, entrepreneurship curriculum emerged as a stronger mediator between university support systems and green entrepreneurial intention (H5). This result suggests that the effectiveness of institutional support is significantly amplified when it is embedded within a well-designed, sustainability-oriented curriculum. From a TPB standpoint, curriculum content shapes students\u0026rsquo; attitudes towards green entrepreneurship by framing sustainability as both desirable and viable. Simultaneously, from an HCT perspective, curriculum acts as the primary mechanism through which institutional support translates into human capital development. This has important implications for curriculum planners and accreditation bodies, who must ensure that sustainability is not treated as an add-on but as a core component of entrepreneurship education.\u003c/p\u003e \u003cp\u003eFinally, the serial mediation effect of pedagogical approaches and entrepreneurship curriculum (H7) provides strong empirical support for the integrated theoretical framework adopted in this study. The finding confirms that university support systems influence green entrepreneurial intention most effectively when they first shape pedagogical practices, which in turn reinforce sustainability-oriented curriculum delivery. This sequential pathway reflects the complementary logic of TPB, SCT, and HCT, demonstrating how institutional structures, learning processes, and competency development interact to shape entrepreneurial intention. For policy formulation and implementation, this underscores the need for coordinated reforms that align institutional support, teaching practices, and curriculum design rather than addressing these elements in isolation.\u003c/p\u003e \u003cp\u003eNotwithstanding its contributions, this study is subject to several limitations that should be considered when interpreting the findings. First, the use of a cross-sectional research design limits the ability to establish causal relationships among university support systems, pedagogical approaches, entrepreneurship curriculum, and green entrepreneurial intention. Longitudinal designs would be more appropriate for capturing changes in intentions over time and for assessing whether intentions translate into actual green entrepreneurial behaviour. Second, the study relied on self-reported data collected through structured questionnaires, which may be susceptible to common method bias and social desirability effects, particularly given the normative appeal of sustainability-related constructs. Third, although the sample size was large and drawn from four technical universities, the focus on Ghanaian Technical Universities limits the generalisability of the findings to other types of higher education institutions or national contexts with different educational systems and sustainability priorities. Fourth, the study examined green entrepreneurial intention rather than actual entrepreneurial behaviour, and intentions may not always result in venture creation. Finally, while the study integrated three complementary theories, other potentially relevant explanatory variables\u0026mdash;such as institutional culture, regulatory frameworks, and external market conditions\u0026mdash;were not included and may further shape green entrepreneurial outcomes.\u003c/p\u003e"},{"header":"6. Conclusion and implications","content":"\u003cp\u003eThis study examined the role of university entrepreneurial support in fostering green entrepreneurial intentions, with particular emphasis on the mediating roles of pedagogical approaches and entrepreneurship curriculum within Ghanaian Technical Universities. Drawing on the Theory of Planned Behaviour, Social Cognitive Theory, and Human Capital Theory, the findings demonstrate that university support systems, teaching approaches, and curriculum design significantly influence students\u0026rsquo; green entrepreneurial intentions. Importantly, the results reveal that pedagogical approaches and entrepreneurship curriculum serve as critical transmission mechanisms through which institutional support is converted into sustainability-oriented entrepreneurial aspirations, with curriculum exerting a stronger mediating effect than pedagogy.\u003c/p\u003e \u003cp\u003eTheoretically, the study advances entrepreneurship education literature by empirically validating the complementary application of TPB, SCT, and HCT in explaining green entrepreneurial intention. By integrating psychological, social, and educational perspectives, the study offers a more holistic explanation of how green entrepreneurial intentions are formed within higher education contexts. This integrated framework extends existing models of entrepreneurial intention by demonstrating that institutional support must operate through pedagogical and curricular pathways to be effective.\u003c/p\u003e \u003cp\u003eFrom a practical perspective, the findings underscore the need for universities to move beyond providing isolated support initiatives and instead adopt a systems-based approach to entrepreneurship education. University managers and academic leaders should prioritise the integration of sustainability into entrepreneurship curricula and invest in pedagogical innovations that emphasise experiential, problem-based, and practice-oriented learning. Capacity-building programmes for academic staff are essential to ensure effective delivery of sustainability-focused entrepreneurship education.\u003c/p\u003e \u003cp\u003eIn terms of policy implications, the results highlight the importance of aligning national higher education and entrepreneurship policies with sustainability objectives. Policymakers and accreditation bodies should mandate the integration of green entrepreneurship competencies into university curricula and support institutions through targeted funding, incentives, and partnerships with industry and development organisations. Such coordinated policy actions can enhance the role of universities as catalysts for green innovation and sustainable economic transformation.\u003c/p\u003e \u003cp\u003eOverall, this study reinforces the pivotal role of higher education institutions in advancing sustainable development by cultivating environmentally responsible entrepreneurs. By strategically aligning institutional support systems with pedagogy and curriculum, universities can play a transformative role in shaping the next generation of green entrepreneurs and contributing meaningfully to the achievement of global sustainability goals.\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e \u003cb\u003eEthical Consideration\u003c/b\u003e \u003c/p\u003e \u003cp\u003e \u003cstrong\u003eEthical approval\u003c/strong\u003e \u003cp\u003efor this study was obtained from the Takoradi Technical University Ethical Review Committee (TTUERC), in accordance with the principles of the Declaration of Helsinki and reflecting our commitment to internationally accepted ethical research practices.\u003c/p\u003e \u003c/p\u003e \u003cp\u003e \u003cstrong\u003eConsent to Participate\u003c/strong\u003e \u003cp\u003eInformed consent was obtained from all participants, who were fully briefed on the study\u0026rsquo;s purpose, procedures, potential risks, and their right to withdraw at any time. Participants\u0026rsquo; confidentiality and privacy were strictly maintained throughout. All procedures were conducted in accordance with relevant guidelines and regulations.\u003c/p\u003e \u003c/p\u003e \u003cp\u003e \u003cstrong\u003eCompeting Interests\u003c/strong\u003e \u003cp\u003eThe authors declare no financial or non-financial competing interests.\u003c/p\u003e \u003c/p\u003e \u003cp\u003e \u003cstrong\u003eConsent to Publish\u003c/strong\u003e \u003cp\u003eAll authors have agreed to the submission of this manuscript to Discover Sustainability.\u003c/p\u003e \u003c/p\u003e\u003ch2\u003eAuthor Contribution\u003c/h2\u003e\u003cp\u003eEmefa Akua Amponsah, Hafiz Adam, Maajid Zakaria Sulieman, and Victor Fannam Nunfam contributed to the study conception and design, materials preparation, data collection, and drafting of the initial manuscript. Ebenezer Afrifa-Yamoah conducted the data analysis and interpretation and drafted the results section. Emefa Akua Amponsah, Ebenezer Afrifa-Yamoah, and Victor Fannam Nunfam critically reviewed and revised the manuscript and contributed to the final version. All authors read and approved the manuscript for submission.\u003c/p\u003e\u003ch2\u003eAcknowledgement\u003c/h2\u003e\u003cp\u003eWe sincerely thank all respondents for their invaluable contributions to this study. We also acknowledge the Research Ethics Committee of Takoradi Technical University for approving the study and facilitating its ethical conduct.\u003c/p\u003e\u003ch2\u003eData Availability\u003c/h2\u003e\u003cp\u003eThe data supporting the findings of this study are available from the corresponding author upon reasonable request, in accordance with appropriate data-sharing protocols.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\u003cli\u003e\u003cspan\u003eAfrifa-Yamoah E. 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From green entrepreneurial intentions to green entrepreneurial behaviors: The role of university entrepreneurial support and external institutional support. Int entrepreneurship Manage J. 2021;17(2):963\u0026ndash;79.\u003c/span\u003e\u003c/li\u003e\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":false,"highlight":"","institution":"","isAcceptedByJournal":false,"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":"Entrepreneurship Education, Pedagogy, University Entrepreneurial Support, Curriculum, Sustainable Entrepreneurship, Technical Universities","lastPublishedDoi":"10.21203/rs.3.rs-8563052/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-8563052/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003ch2\u003ePurpose\u003c/h2\u003e \u003cp\u003eThis study explores how university entrepreneurial support influences students\u0026rsquo; green entrepreneurship intentions in technical universities in Ghana. It examines the mediating roles of pedagogy and entrepreneurship curricula in shaping aspirations to establish environmentally sustainable businesses.\u003c/p\u003e\u003ch2\u003eDesign/Methodology/Approach\u003c/h2\u003e \u003cp\u003eGrounded in an integrated theoretical framework combining Theory of Planned Behaviour, Social Cognitive Theory, and Human Capital Theory, the study adopts an explanatory cross-sectional research design. Data were collected via a structured Likert-scale questionnaire from 1,329 undergraduate students across four technical universities in Ghana. Analysis was conducted using Partial Least Squares Structural Equation Modelling with SmartPLS 4.\u003c/p\u003e\u003ch2\u003eFindings\u003c/h2\u003e \u003cp\u003eConfounding analysis showed that age and entrepreneurial family history had no significant effects, while gender influenced perceptions of teaching methods and curriculum but not green entrepreneurial intention. Direct effects revealed that university entrepreneurial support strongly predicted teaching methods (β\u0026thinsp;=\u0026thinsp;0.649, p\u0026thinsp;\u0026lt;\u0026thinsp;0.001), curriculum (β\u0026thinsp;=\u0026thinsp;0.596, p\u0026thinsp;\u0026lt;\u0026thinsp;0.001), and green entrepreneurial intention (β\u0026thinsp;=\u0026thinsp;0.352, p\u0026thinsp;\u0026lt;\u0026thinsp;0.001). Teaching methods (β\u0026thinsp;=\u0026thinsp;0.180, p\u0026thinsp;=\u0026thinsp;0.024) and curriculum (β\u0026thinsp;=\u0026thinsp;0.357, p\u0026thinsp;\u0026lt;\u0026thinsp;0.001) also positively affected green entrepreneurial intention. Mediation analysis indicated significant indirect effects through teaching methods (β\u0026thinsp;=\u0026thinsp;0.117, p\u0026thinsp;=\u0026thinsp;0.026) and curriculum (β\u0026thinsp;=\u0026thinsp;0.213, p\u0026thinsp;\u0026lt;\u0026thinsp;0.001), with curriculum exerting the stronger mediating influence.\u003c/p\u003e\u003ch2\u003eOriginality/Value\u003c/h2\u003e \u003cp\u003eThis study provides empirical evidence from Ghanaian technical universities, demonstrating that pedagogy and curriculum act as critical transmission mechanisms rather than peripheral elements. By integrating three complementary theories, it advances understanding of green entrepreneurial intention formation and offers actionable insights for university administrators, curriculum designers, and policymakers seeking to promote sustainability-oriented entrepreneurship education.\u003c/p\u003e","manuscriptTitle":"Pedagogy and Curriculum Mediate the Relationship Between University Entrepreneurship Support and Green Entrepreneurial Intentions among University Students","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2026-02-23 09:20:12","doi":"10.21203/rs.3.rs-8563052/v1","editorialEvents":[{"type":"communityComments","content":0},{"type":"decision","content":"Revision requested","date":"2026-04-01T12:26:00+00:00","index":"","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2026-03-03T15:09:06+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2026-03-02T17:03:25+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"103044138053457192505887135197075763847","date":"2026-02-22T07:39:15+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2026-02-19T15:54:36+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"220484103899088867469935689132992722224","date":"2026-02-19T12:07:01+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"333320418174738737023770029831371025853","date":"2026-02-19T07:44:35+00:00","index":"hide","fulltext":""},{"type":"reviewersInvited","content":"","date":"2026-02-17T07:36:57+00:00","index":"","fulltext":""},{"type":"editorAssigned","content":"","date":"2026-01-29T12:33:43+00:00","index":"","fulltext":""},{"type":"checksComplete","content":"","date":"2026-01-29T00:10:58+00:00","index":"","fulltext":""},{"type":"submitted","content":"Discover Sustainability","date":"2026-01-29T00:05:27+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":"15061ecb-b383-4dee-895c-b495edc5c7bc","owner":[],"postedDate":"February 23rd, 2026","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"in-revision","subjectAreas":[],"tags":[],"updatedAt":"2026-04-01T12:40:18+00:00","versionOfRecord":[],"versionCreatedAt":"2026-02-23 09:20:12","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-8563052","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-8563052","identity":"rs-8563052","version":["v1"]},"buildId":"XKTyCvWXoU3ODBz1xrDgd","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}