The Influence of Career Planning Education on College Students’ Entrepreneurial Intention: An Analysis of Mediating and Moderating Effects

Purpose -This study investigates the impact of career planning education on university students' entrepreneurial intentions by examining the mediating roles of self-efficacy and perceived behavioral control, as well as the moderating effects of digital competency and risk propensity.Design/methodology/approach -Data were collected from 450 university students through a structured questionnaire.The research model was tested using structural equation modeling with bootstrapping procedures for mediation analysis and hierarchical regression for moderation effects.Findings -The results reveal that career planning education positively influences entrepreneurial intentions both directly ( =0.312, p<0.01) and indirectly through self-efficacy ( =0.178, p<0.01) and perceived behavioral control ( =0.133, p<0.01).Digital competency ( =0.156, p<0.01) and risk propensity ( =0.143, p<0.01) positively moderate these relationships.Practical implications -The findings suggest that higher education institutions should integrate digital skills development into career planning curricula and tailor educational approaches to students' individual characteristics to enhance entrepreneurial intentions effectively.Originality/value -This study extends the theory of planned behavior by incorporating digital competency as a crucial moderating factor and demonstrating the specific mechanisms through which career planning education influences entrepreneurial intentions in the digital era.