Education-conditioned Cognitive Pathways to Pro-environmental Entrepreneurial Intentions Among Indian Generation Z: A Moderated Mediation Extension of the Theory of Planned Behaviour

Abstract

This study extends the theory of planned behaviour (TPB) by examining how subjective social norms (SSN) influence pro-environmental entrepreneurial intentions (PEIs) among Indian Generation Z students through cognitive and educational mechanisms. The model conceptualizes entrepreneurial vision (EV) as a future-oriented cognitive construct and entrepreneurial self-efficacy (ESE) as a confidence-based driver of action, while positioning environmental education (EE) as a contextual moderator. Using survey data from 328 commerce and management students and structural equation modelling (SEM), the study tests a moderated mediation framework. The findings indicate that SSN positively shape EV, which in turn enhances both self-efficacy and PEI. ESE partially mediates the vision–intention relationship, and EE strengthens the influence of social norms on vision and amplifies the indirect pathway to intention. Overall, the findings refine the TPB by demonstrating how education-conditioned cognitive processes shape sustainability-oriented entrepreneurial intention formation at the formative stage of higher education, offering theoretically grounded and context-specific implications for entrepreneurship education and policy aimed at fostering pro-environmental entrepreneurial pathways among Generation Z students.