The Influence of Entrepreneurship Education on E-Commerce Entrepreneurial Intention among University Students

Ting  Guo; Sutthikarn  Khong-khai; Hui  Liang

doi:10.60027/iarj.2026.e292165

Authors

Ting Guo Maejo University, Chiang Mai, Thailand https://orcid.org/0009-0003-1077-4384
Sutthikarn Khong-khai Maejo University, Chiang Mai, Thailand https://orcid.org/0000-0001-5550-3543
Hui Liang Maejo University, Chumphon Campus, Chumphon, Thailand https://orcid.org/0009-0007-5934-400X

DOI:

https://doi.org/10.60027/iarj.2026.e292165

Keywords:

Entrepreneurship Education, Entrepreneurship, Education Quality, Teaching Quality, Facilities, Opportunity Recognition, E-Commerce Entrepreneurial Intention

Abstract

Background and Aims: Digital transformation creates new avenues for university students to pursue entrepreneurship in the e-commerce sector. Grounded in the Theory of Planned Behavior, this study examines how four dimensions of entrepreneurship education—curriculum, education quality, facilities, and opportunity recognition—influence students’ e-commerce entrepreneurial intentions in Shaanxi Province, China. Focusing on e-commerce entrepreneurial intention emphasizes the unique opportunities and challenges posed by the digital economy.

Methodology: This quantitative study surveyed 406 university students in Shaanxi Province using a validated 27-item questionnaire covering entrepreneurship education and entrepreneurial intention. The sample was purposively selected based on Yamane’s formula to ensure representativeness. The instrument underwent pilot testing, demonstrating strong internal consistency (overall Cronbach’s alpha = 0.953). Data were collected online with informed consent and analyzed using SPSS Version 27, employing descriptive statistics, Pearson’s correlation, and multiple regression to examine the predictive influence of entrepreneurship education.

Results: The 406 participants represented balanced genders and diverse academic backgrounds. Mean scores across all entrepreneurship education dimensions exceeded 4.0, and the mean entrepreneurial intention score was 4.21. Correlation and regression analyses revealed a significant positive relationship between all education dimensions and entrepreneurial intention. The regression model accounted for 70.9% of the variance in entrepreneurial intention, underscoring the strong predictive power of comprehensive entrepreneurship education.

Conclusion: Multidimensional entrepreneurship education, which includes curriculum, instructional quality, facilities, and opportunity recognition, significantly influences students’ intentions to start e-commerce ventures in Shaanxi, China. Among these factors, access to practical support resources such as incubators and mentorship programs exerted the greatest influence. These findings offer both theoretical and practical implications, highlighting the critical role of institutional resources in shaping entrepreneurial mindsets in the digital era.

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