Innovative Learning Strategies and Entrepreneurial intention Among Generation Z: The Mediating Role of Entrepreneurial Self-Efficacy and the Moderating Role of Campus Ecosystem Support

Bangun Prajadi Cipto Utomo (Universitas Duta Bangsa Surakarta)
Tri Djoko Santoso (Universitas Duta Bangsa Surakarta)
Darwina Arshad (Universiti Utara Malaysia)

Inkubis: Jurnal Ekonomi dan Bisnis
Vol. 8 No. 2 (2026): INKUBIS Jurnal Ekonomi Dan Bisnis

Background: Innovative learning strategies are increasingly important in entrepreneurship education for Generation Z students. However, the combined roles of experiential and technology-assisted learning, entrepreneurial self-efficacy, and institutional support remain insufficiently understood. Objective: This study examines the effects of challenge-based learning on entrepreneurial self-efficacy, gammification engagement, and opportunity recognition along with the influence of digital technology and AI-assisted ideation on gamification engagement and opportunity recognition. Additionally it explores the mediating function 0f entrepreneurial self-efficacy and the moderating influence  of campus ecosystem support in the connection between  innovtive learning strategies and  entrepreneurial intention. Methods: Data from 250 students at five private universities in Central Java, Indonesia, were collected through purposive sampling and analyzed using PLS-SEM with 5,000 bootstrap subsamples. Results: Challenge-focused learning showed a positive correlation with entrepreneurial self-efficacy (β = 0.38, p < 0.001) as well as gamification engagement and opportunity identification (β = 0.41, p < 0.001). Digital technology and AI-enhanced brainstorming demonstrated the most significant direct correlation with gamification involvement and opportunity identification (β = 0.45, p < 0.001). Self-efficacy in entrepreneurship mediated the link between innovative learning approaches and entrepreneurial intention (β = 0.30, p < 0.001), whereas support from the campus ecosystem positively moderated this connection (β = 0.21, p < 0.001). The model accounted for 56% of the variation in entrepreneurial intention. Conclusion: Entrepreneurial self-efficacy acts as a crucial psychological factor connecting innovative learning techniques to entrepreneurial intention, with campus ecosystem support enhancing this relationship. Universities ought to combine experiential and AI-supported digital learning with mentoring, incubation initiatives, and partnerships with industry to enhance students' entrepreneurial confidence and encourage entrepreneurial intention.