Entrepreneurial Alertness as a Lens for Understanding Secondary and Tertiary Students’ Entrepreneurial Attributes and Psychosocial Outcomes in Southern China

Through the theoretical lens of entrepreneurial alertness, this study examines the association between entrepreneurship education and students’ self-reported entrepreneurial attributes, sense of belonging to community, and career aspirations across educational systems in southern China. Two phases were conducted: a cross-sectional survey comparing secondary and university students in Guangzhou and Hong Kong (Study 1, 793 participants) and a longitudinal study with 185 Hong Kong university students in a blended learning entrepreneurship program (Study 2). Multivariate analyses assessed group differences and program effects. Findings showed Guangzhou students reported a stronger sense of belonging and career aspirations than Hong Kong students, though entrepreneurial attitudes were comparable. Participation in the blended program enhanced students’ entrepreneurial attributes, community connection, and future orientation. Results suggest that opportunity-oriented, self-reported outcomes are socially embedded and can be cultivated through pedagogical approaches, thereby extending research on entrepreneurial alertness beyond cognitive perspectives. This highlights the importance of blended learning platforms in promoting both cognitive and emotional aspects of entrepreneurship education.