ISSN: 2226-6348
Open access
This study examines how entrepreneurship education curriculum, entrepreneurship practice, and the integration of specialization and entrepreneurship jointly influence educational performance in a digital learning context. Drawing on entrepreneurship education and technology-mediated learning perspectives, digital technology use is proposed as a central mediating mechanism. Survey data were collected from 503 undergraduate students enrolled in entrepreneurship education courses, and structural equation modeling was employed to test the proposed relationships. The results show that entrepreneurship education curriculum and entrepreneurship practice have significant direct effects on educational performance. Digital technology use also demonstrates a strong positive effect on performance and mediates the relationships between curriculum, practice, integration, and educational outcomes. In contrast, the integration of specialization and entrepreneurship does not directly affect performance but significantly moderates the relationship between entrepreneurship practice and digital technology use, strengthening the impact of practice-based learning in career-relevant contexts. These findings indicate that entrepreneurship education outcomes emerge through the interaction of curriculum design, experiential practice, and contextual integration, with digital technology use serving as a key behavioral pathway. This study provides theoretical insight into entrepreneurship education mechanisms and practical guidance for developing digitally supported, practice-oriented, and career-aligned programs in higher education.
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