From classroom to digital venture: investigating how family support, university environment and perceived AI competency shape digital entrepreneurial intention among Vietnamese students

Purpose This study examines the impact of family support, university environment and students’ confidence in using AI tools on their digital entrepreneurial intention, considering how their attitude, subjective norms and perceived behavioral control influence this intention, based on the theory of planned behavior (TPB). Design/methodology/approach Drawing on a sample of 897 students from higher education institutions in Vietnam, structural equation modeling (SEM) was employed to test direct and indirect relationships among the key constructs. Findings The results reveal that while family support directly enhances digital entrepreneurial intention, it does not significantly shape attitude or perceived behavioral control. Perceived AI competency and a supportive university environment have a positive impact on attitudes and, in the case of AI competency, perceived behavioral control; however, their effects on entrepreneurial intention are fully mediated by these constructs. Subjective norms also shape attitude and perceived behavioral control but have no direct influence on intention. These findings highlight how personal, familial and institutional factors collectively contribute to the development of digital entrepreneurship among students. Originality/value By integrating perceived AI competency and contextual factors with TPB, this study broadens existing entrepreneurship research, underscoring how AI-related beliefs and supportive environments cultivate the digital entrepreneurship mindset. The findings offer insights for policymakers, educators and families in designing targeted interventions that nurture digital entrepreneurial aspirations.