How creative self efficacy foster entrepreneurial intention through creative process engagement in entrepreneurial higher education ecosystem

Efforts to enhance entrepreneurial intention among students entail a complex learning process. Understanding the function of the entrepreneurial education ecosystem (EEE) based on social interactions, learning demands, and supportive resources is essential. The aim of this study is to elucidate the influence of the EEE on entrepreneurial intention through creative self-efficacy (CSE) and creative process engagement (CPE) in higher education. Using a causal study with a survey utilizing questionnaires on 354 randomly selected students who have undergone entrepreneurship education in private university. Inferential analysis employing covariant structural equation modeling (SEM). Research findings indicate that the design of the EEE, including curriculum, practices, research, culture, and entrepreneurship infrastructure in higher education, enhances CSE. The availability of CSE as a personal resource enables students to effectively meet the demands of entrepreneurial learning and engage in the entrepreneurial learning process in the long term. EEE influences CSE, which in turn fosters engagement in the creative process required to support entrepreneurial intentions among university students. The theoretical implication is study of demand-resources (SDR) expands the understanding of the complexity of interactions between entrepreneurial education demands, resources, and entrepreneurial intentions. Practical implication is focused on the development of EEE and CSE based on the study demand-resources approach for enhancing entrepreneurial intention among individuals. Originalities value is expanding the understanding of the demand-resources (DR) model based on research findings regarding the role of EEE positions as environmental resources on the availability of personal resources, namely CSE, and its influence on CPE and entrepreneurial intention. This study expands the scope of the JD-R theory within the context of entrepreneurship learning by demonstrating the importance of learning resources as factors shaping psychological meaning for students. To enhance entrepreneurial intention, entrepreneurship education in universities can adopt the study demand resources approach to realize active learning involving students directly in creative activities, business simulations, and entrepreneurial projects to boost entrepreneurial intention.