<![CDATA[This study aims to examine a model of students’ digital entrepreneurial intention by analyzing the roles of entrepreneurship learning, digital literacy, and self-efficacy. A quantitative explanatory approach was employed involving 200 students of the Faculty of Economics, Universitas Negeri Medan. Data were collected using a five-point Likert-scale questionnaire and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The results show that entrepreneurship learning has a positive and significant effect on digital entrepreneurial intention, while digital literacy and self-efficacy also have significant positive effects. Furthermore, entrepreneurship learning and digital literacy significantly enhance students’ self-efficacy. The mediation analysis demonstrates that self-efficacy significantly mediates the effects of both entrepreneurship learning and digital literacy on digital entrepreneurial intention. The model explains 85.9% of the variance in digital entrepreneurial intention and 87.2% of the variance in self-efficacy. These findings indicate that strengthening students’ digital entrepreneurial intention requires an integrated approach combining entrepreneurship learning, digital competencies, and psychological confidence. The study provides practical implications for higher education institutions in designing entrepreneurship learning that incorporates digital technology, experiential activities, and strategies for strengthening students’ self-efficacy.]]>
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