The Impact of Entrepreneurship Curriculum with Teaching Models on Sustainable Development of Entrepreneurial Mindset among Higher Education Students in China: The Moderating Role of the Entrepreneurial Climate at the Institution

There has been considerable attention on the role of entrepreneurship education and outcomes from students’ sustainable development, predominantly entrepreneurial intentions. However, research tended to overlook novel promising, yet under-examined areas, such as mindset (EM), its link with education, contextual factor. Drawing social cognitive teaching model theory, we aimed at addressing these gaps by examining impact curriculum (EC) different models (supply, demand, competence) EM, well moderating climate higher institution. Using a cross-sectional survey design, data were collected in 15 institutions China. A sample 739 students used test our hypotheses. The results suggest that all are positively related (though demand is strongest predictor). Furthermore, establish institution plays between EC though it for competence model. This paper contributes theoretical conceptualization EC–EM relationship deep understanding “how” “when” influence EM. Our study also expanded theory (SCT) application context combining confirming educational (specific models), institutional factors (entrepreneurial climate). implies universities program developers should pay selection right provide supportive optimize thus promoting their development.