<![CDATA[The transformation of higher education into entrepreneurial universities requires innovative approaches to teaching that integrate digital learning and sustainability values. While previous research has highlighted the potential of technology-enhanced education, less is known about whether digital learning effectively shapes student character and entrepreneurial aspirations when compared with sustainability-oriented pedagogy. This study aims to examine the influence of digital learning and green economic orientation on student character development and its subsequent effect on entrepreneurial interest. Using a quantitative design, data were collected from 198 university students enrolled in entrepreneurship-related programs and analyzed with structural equation modeling (SEM) using AMOS. The results show that green economic orientation significantly predicts student character development, which in turn strongly influences entrepreneurial interest. However, digital learning does not exhibit a significant direct effect on character formation, suggesting that technology-driven pedagogy alone may be insufficient to instill entrepreneurial values. These findings extend human capital and institutional theories by demonstrating the differential impact of educational inputs on entrepreneurial readiness. Practically, the study highlights the need for universities to redesign digital curricula by embedding sustainability-oriented and interactive pedagogy. Although limited by its cross-sectional design, this research provides important directions for future studies to test the long-term and cross-contextual effects of integrating digital learning and sustainability in entrepreneurship education]]>
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