Purpose This study investigates the factors influencing entrepreneurial intention among Vietnamese higher education students. It analyzes perceived desirability, feasibility, entrepreneurial mindset, commitment, and attitude orientation. Additionally, it examines how time distance, entrepreneurship education, and capital sources can affect these outcomes. Design/methodology/approach A mixed-methods approach was used, combining qualitative focus group discussions and a quantitative survey of 1,367 final-year Vietnamese higher education students. The Entrepreneurial Attitude Orientation (EAO) scale and adapted measurements were applied. Structural equation modeling was used for data analysis. Findings Perceived desirability, feasibility, entrepreneurial mindset, commitment, and attitude orientation significantly influence entrepreneurial intention. Entrepreneurial education’s impact on EAO and intention is shaped by teaching methods, program duration, and participant education levels. Capital sources also affect the EAO-intention relationship. This study proposes a new framework that integrates various theories and includes achievement and personal control. Research limitations/implications This study provides valuable insights into the factors influencing entrepreneurial intention among Vietnamese higher education students, but it also has some limitations. The cross-sectional design limits the ability to establish causal relationships, and the focus on Vietnamese students may restrict the generalizability of the findings to other contexts. The reliance on self-reported data and potential omission of relevant variables are additional limitations. Practical implications Educators, policymakers, and aspiring student entrepreneurs in Vietnam should take note of the significant implications of this study. Targeted educational interventions can effectively increase students’ entrepreneurial intentions by promoting entrepreneurial mindsets, attitudes, and commitment, as indicated by the findings. Moreover, the availability of financial resources and supportive entrepreneurial ecosystems enhances the probability of students choosing entrepreneurial professions. Social implications By integrating various theoretical frameworks, this study enriches our understanding of how entrepreneurial intentions form in emerging economies and adds to the literature on entrepreneurship. The comprehensive model in the proposed research combines psychological, educational, and contextual factors for a holistic view of entrepreneurial intention. Originality/value This study provides comprehensive empirical evidence about the different dimensions characterizing the HumEnt theoretical model, highlighting their relevance in supporting companies’ relational embeddedness capacity with different categories of stakeholders.
Trinh Le Tan (2025) studied this question.