The Mediating and Moderating Impact of Entrepreneurial Cognition and Skills on the Connection Between Digital Entrepreneurship and Government Support and Entrepreneurial Competencies

Objectives: This research explores the influence of entrepreneurship education on the advance of key skills. It analyzes how factors such as digital literacy, government-led digitalization efforts, and the quality of educational programs influence the efficacy of entrepreneurship education initiatives Theoretical framework: It highlights that well-designed courses, digital tools, and effective teaching improve competencies, with entrepreneurial cognition and skills acting as mediators. The study calls for a balanced approach combining theory, experiential learning, and practical skill development to optimize entrepreneurship education. Result and Discussion: The study identifies entrepreneurial cognition and skills as key mediators and moderators between entrepreneurship education and competency development. This implies that effective education should focus on cultivating these essential cognitive and practical abilities. This is consistent with SDG 4's emphasis on equipping learners with the skills required for the digital age. Method: A quantitative research approach was adopted to investigate this phenomenon. A random sample of 474 second-year students from fifteen universities in East Java was selected from a larger population of 566,349 fourth-semester students. AMOS and SEM were used to examine the statistics, with exploratory and confirmatory factor analysis ensuring adequate data for each variable. Result Implication: This has practical implications for educators, policymakers, and institutions, encouraging them to adopt interactive and experiential teaching methods, tailor digitalization policies, and design curricula that better align with industry needs in Indonesia. Originality/Value: This research delivers original visions into the character of entrepreneurship education and digitalization in realizing SDG 4. By providing original insights, this study can inform the development of more actual and reasonable educational programs that empower students with the skills required to succeed in the 21st era.