Original title: How digital literacy and digital entrepreneurship education shape digital entrepreneurial intention among agriculture students
The study looks at what shapes agriculture students’ intention to start a digital business. Digital literacy was not directly linked to that intention, but it was linked to taking part in digital entrepreneurship education. That education was linked to stronger intentions, partly through students’ attitudes and their belief that they could do it. Feeling social pressure was not significantly linked to intention.
Imagine learning to cook from online videos. Knowing how to use the site does not by itself make you decide to cook for a crowd. A cooking class may help by making the idea appealing and helping you feel able to do it, while other people’s opinions may not change your decision. In this paper, digital skills are like knowing how to use the site, entrepreneurship education is like the class, and the decision to cook is the intention to start a digital business.
Agriculture students may need more than basic digital skills to picture themselves starting a digital business. In this study, entrepreneurship education was linked to stronger intentions, partly because students saw digital entrepreneurship as more desirable and achievable.
The abstract reports data from 300 agriculture students at two Iranian public universities, so it does not establish whether the findings apply to other students or settings. It reports associations, not proof that education causes stronger intentions. It also does not say whether students later start businesses.
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How digital literacy and digital entrepreneurship education shape digital entrepreneurial intention among agriculture students — Saeid Karimi, Mahta Bahramzadeh — Cogent Business & Management — doi:10.1080/23311975.2026.2741940
Abstract licence: CC BY
Explanation generated by Synthesis from the abstract — it is not the original paper.