Purpose This study aims to investigate the relationship between Islamic religiosity and innovation propensity in India. It examines the impact of religiosity’s normative, cognitive and regulatory dimensions, while considering the mediating role of personal attitude and the moderating role of entrepreneurial knowledge. Design/methodology/approach A quantitative survey research design was used with survey data involving 370 participants. Structural equation modelling (SEM) and confirmatory factor analysis (CFA) were used, but mediation and moderation coefficients were estimated using bootstrapping methods. Findings The regulatory dimension positively influenced innovation propensity, while normative and cognitive dimensions showed no significant effects. Personal attitude partially mediated the relationship between religiosity dimensions and innovation propensity, and entrepreneurial knowledge negatively moderated this relationship, indicating that higher levels of knowledge may weaken its effect. Research limitations/implications The use of India and Islam as the scope of the research with a student-dominated sample reduces generalisation. The cross-sectional design makes a causal inference not possible. These relationships need to be investigated in other cultural and religious backgrounds in future. Practical implications Educators and policymakers should work upon nurturing the positive attitudes towards entrepreneurship. Organised religious policies may offer an ethical helping hand. Social implications This study challenges stereotypes that religious regulation stifles creativity. It shows that Islamic principles, when positively internalised, can support innovation, reduce socio-cultural barriers and support community development. Originality/value Religiosity is disaggregated in this study. Regulatory religiosity has a positive role, which is contrary to customary beliefs. The moderating negative impact of entrepreneurial knowledge is an innovative insight; the partially intermediate impact of personal attitude is a further clarification.
Khan et al. (Wed,) studied this question.