From classroom to agripreneurship: education and psychological traits driving readiness in resource-constrained contexts

Purpose Addressing food insecurity, youth unemployment, poverty and insecurity remain a pressing priority in most nations. Thus, promoting agripreneurship among young people is increasingly recognized as a viable pathway to tackle these challenges. Thus, this study investigates how and under what conditions entrepreneurial education (EE) and psychological traits – innovativeness, locus of control, need for achievement, risk propensity and tolerance for ambiguity – shape youths’ willingness to pursue agripreneurship in a resource-constrained and fragile context. Design/methodology/approach This study adopts a quantitative research design, and 300 final-year students in public secondary schools were sampled. Structural equation modeling was used for analysis. Findings EE moderates the influence of these traits on agripreneurial readiness of secondary school students. Complementary fuzzy-set analysis reveals that while no single trait or exposure to EE is a necessary condition, various combinations can drive similar outcomes. Originality/value This study examined how EE and psychological traits jointly shape agripreneurial readiness among final-year secondary school students preparing to enter the workforce. The findings provide important insights for policymakers seeking to promote youth engagement in agripreneurship, particularly in rural, resource-constrained and fragile contexts.