Purpose This study aims to examine the influence of support systems – social, country and educational – on entrepreneurial self-efficacy (ESE) and green entrepreneurial intentions (GEI) among university students in Sri Lanka. The research integrates the theory of planned behaviour (TPB), social cognitive theory (SCT) and entrepreneurial event theory (EET) to establish a comprehensive framework for understanding GEI development. Design/methodology/approach Data were collected through a self-administered questionnaire from 482 final-year business students at 3 leading Sri Lankan universities, selected based on their UI GreenMetric World University Rankings 2023 status. The data were analysed using partial least squares structural equation modelling (PLS-SEM). Findings Results reveal that social, country and educational support significantly influence students' ESE, which in turn drives GEI. Additionally, ESE mediates the relationship between support systems and GEI, highlighting its crucial role in translating support into entrepreneurial action. Practical implications The findings provide university management and educators with actionable insights for fostering green entrepreneurship through structured learning experiences, mentorship programmes and targeted support systems. Particular emphasis is placed on addressing gender-specific barriers and creating comprehensive entrepreneurial ecosystems within universities. Originality/value This study pioneers the investigation of GEI precursors within Sri Lanka’s university context, where research on green entrepreneurship remains limited. It offers valuable insights into how universities in emerging economies can effectively nurture sustainable entrepreneurship while addressing institutional constraints. The findings establish a foundation for future research on policy frameworks supporting university-based green entrepreneurship initiatives.
Bhagyani et al. (Tue,) studied this question.