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ABSTRACT Entrepreneurship education is pivotal in augmenting entrepreneurial propensity among students in higher vocational institutions, facilitating the emergence of tangible innovative and entrepreneurial activities. However, research on the effects of various entrepreneurial education models on students' entrepreneurial intentions is limited. This study introduces a moderated mediation model to investigate the intricate mechanisms and contextual conditions under which different educational approaches influence students' entrepreneurial intentions in higher vocational settings. Data from 1197 students from diverse disciplinary backgrounds were analysed using a survey methodology. The findings reveal that both the theoretical and practical components of entrepreneurship education positively influence students' entrepreneurial intentions. Specifically, the effect of entrepreneurship education on these intentions is mediated by enhanced creativity. This study reveals that the social environment plays a dual role; it positively moderates the relationship between theoretical entrepreneurship education and entrepreneurial intention, implying that a supportive social context amplifies the effectiveness of theoretical education. Conversely, a favourable social environment attenuates the impact of practical entrepreneurship education on students' entrepreneurial intentions. This study offers novel insights for vocational colleges, aiming to not only bolster students' entrepreneurial intentions but also enrich the understanding of the processes and mechanisms underlying the formation of such intentions in a vocational education context.
Huang et al. (Sat,) studied this question.