Digital Transformation, Innovation Capability, and Sustainable Entrepreneurial Learning: A Structural Model in Higher Education
This study investigates how digital transformation in higher education influences sustainable entrepreneurial learning practices, examining the mediating role of innovation capability and the moderating role of entrepreneurial self-efficacy.
Despite growing investments in digital transformation within higher education, a clear understanding of its mechanisms for fostering sustainable entrepreneurial learning, particularly through capability development and psychological factors, remains underexplored. This study addresses this gap by proposing and testing a moderated mediation model.
A cross-sectional survey was conducted with 334 undergraduate students at a Philippine aeronautical college, utilizing stratified proportional random sampling. Data analysis involved confirmatory factor analysis and structural equation modeling (AMOS 26.0), with bootstrapped indirect effects (5,000 resamples) to assess mediation.
This research offers a novel theoretical contribution by integrating Dynamic Capabilities Theory and Social Cognitive Theory to explain the complex interplay between digital transformation, innovation capability, and sustainable entrepreneurial learning. This study is among the first to empirically test a moderated-mediation model in this context, thereby bridging the fields of innovation management, entrepreneurship, and technology management.
Digital transformation significantly predicted both innovation capability (β = 0.61, p < 0.001) and sustainable entrepreneurial learning practices (β = 0.48, p < 0.001). Innovation capability partially mediated this relationship (indirect effect β = 0.29). Entrepreneurial self-efficacy significantly moderated the digital transformation-innovation capability relationship (β = 0.21, p = 0.001), with stronger effects observed for students with high self-efficacy. The model demonstrated substantial explanatory power (R² = 0.54-0.62).
Higher education leaders should integrate digital transformation initiatives with pedagogies aimed at building innovation capability and with interventions designed to strengthen students’ entrepreneurial self-efficacy.
Future research should explore longitudinal designs, cross-cultural contexts, and additional moderating factors to refine the proposed model further.
The findings provide actionable insights for Southeast Asian technical institutions to optimize their digital transformation efforts and foster sustainable entrepreneurial learning, contributing to a more innovative and sustainable future.
Examine longitudinally, test across cultural contexts, explore additional moderators, and investigate implementation strategies.
Back