Student green entrepreneurial intention: education, coaching and self-efficacy in Oman

Purpose This study examines the associations among entrepreneurship education, coaching practices, entrepreneurial self-efficacy and green entrepreneurial intention among Omani higher education students, with entrepreneurial self-efficacy tested as a mediating construct. Design/methodology/approach A quantitative cross-sectional design was used with a convenience sample of 101 entrepreneurship-exposed students. SPSS supported screening and descriptive analysis, while SmartPLS 4 was used for PLS-SEM measurement, structural and mediation testing. Findings The model supported six of the seven hypotheses. Entrepreneurship education and entrepreneurial self-efficacy were significantly associated with green entrepreneurial intention, while the direct association between coaching practices and green entrepreneurial intention was not statistically supported. Both bootstrapped indirect associations through entrepreneurial self-efficacy were significant. Research limitations/implications The cross-sectional, self-reported design and modest Omani sample limit causal interpretation and generalisability. Future studies should use longitudinal, mixed-method and multi-institutional designs to examine movement from intention to green venture action. Practical implications Entrepreneurship education should prioritise experiential learning, sustainability projects, mentoring and applied venture development. Coaching should construct trust, entrepreneurial confidence and structured feedback. Social implications This study supports Oman’s priorities by showing how higher education can encourage responsible venture intention for youth entrepreneurship, employability, sustainability and economic diversification. Originality/value This study offers contextual Omani evidence on the joint role of entrepreneurship education, coaching practices and entrepreneurial self-efficacy in students’ sustainability-oriented venture intention.