FROM EDUCATION TO ACTION: EXAMINING THE ROLE OF MINDSET, PASSION, AND OPPORTUNITY RECOGNITION IN FOSTERING GREEN ENTREPRENEURIAL INTENTIONS

Abstract

This study examines the mechanisms through which education fosters green entrepreneurial intentions (GEI) by investigating the mediating roles of green entrepreneurial mindset (GEM), passion (GEP), and opportunity recognition (GOR). Grounded in the Theory of Planned Behavior (Ajzen, 1991) and the Entrepreneurial Event Model (Shapero & Sokol, 1982), the research proposes a serial mediation framework to explain how sustainability education translates into entrepreneurial action. Data were collected from 450 university students in Gujranwala, Pakistan, using a structured questionnaire. The results, analyzed via SPSS and Hayes' PROCESS macro, supported all 10 direct and 11 indirect hypotheses.Key findings reveal that education significantly enhances GEM (β = 0.47), GEP (β = 0.42), GOR (β = 0.39), and GEI (β = 0.36). Mediation analysis highlights the sequential pathways: Cognitive: Education → GEM → GEI (β = 0.13)Affective: Education → GEP → GEI (β = 0.11)Opportunity-based: Education → GOR → GEI (β = 0.09)Integrated: Education → GEM → GEP → GOR → GEI (β = 0.03)Validating a novel serial mediation model linking education to intention through cognitive, affective, and behavioral mechanisms.Extending TPB and EEM to sustainability contexts, emphasizing the role of mindset and passion.Practical implications include designing targeted curricula to cultivate GEM and GEP, and policy initiatives to enhance GOR. Limitations include the cross-sectional design and regional sample, suggesting future longitudinal and cross-cultural research.

Keywords: Green Entrepreneurship; Education; Mindset; Passion; Opportunity Recognition; Intention.