Unleashing dual literacies through digital growth mindset: A multitheoretical study of entrepreneurship learning in higher education for Generation Z

Rapid digital transformation and shifting labour market demands require higher education to equip students with entrepreneurial literacy (ELIT) and digital business literacy (DBL). Yet many systems—especially in developing regions—face a capability gap in which digital exposure does not translate into strategic entrepreneurial competence. This study develops and validates a multitheoretical framework explaining how entrepreneurship learning (EL) fosters these dual literacies, with digital growth mindset (DGM) as a mediating mechanism. Drawing on Transformative Learning Theory, Social Cognitive Theory, the Job Demands–Resources model, and the Knowledge-Based View, the model positions EL as a driver of cognitive transformation, self-efficacy, resource management, and strategic knowledge building. Using survey data from 856 Indonesian students and partial least squares structural equation modeling (PLS-SEM), the study finds that EL significantly enhances ELIT, DBL, and DGM; DGM also positively affects both literacies and partially mediates EL's influence. These results identify DGM as a psychological bridge linking experiential learning to adaptive literacy development. Practically, the findings guide curriculum design through project-based learning, digital workshops, incubation, and collaborative mentorship. Accordingly, it is recommended that universities integrate structured project-based digital learning and mentorship to strengthen students' dual literacy formation.