<![CDATA[Low green entrepreneurship among senior high school students remains a fundamental issue amid the pressing agenda of sustainable development, positioning it as a strategic educational agenda in Indonesia. However, empirical evidence on how ecopedagogy-based learning and entrepreneurship education shape students' green entrepreneurial intention, and whether self-efficacy strengthens this relationship, remains limited. This study employed a quantitative explanatory approach involving 490 senior high school students selected through proportional stratified random sampling. Data analysis used hierarchical Moderated Regression Analysis (MRA). Ecopedagogy and entrepreneurship education positively influenced green entrepreneurial intention, while self-efficacy emerged as the strongest direct predictor (Beta = 0.643; p < 0.001). However, self-efficacy did not significantly moderate the relationship between the two independent variables (p > 0.05), indicating its role as a direct psychological antecedent. Green entrepreneurship curricula should deliberately cultivate students' self-efficacy as a core competency in its own right, rather than merely relying on it to reinforce the effects of ecopedagogy or entrepreneurship education, and should open avenues for further research using mediation-based models. ]]>
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