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In implementing an innovation-driven development strategy, it is important to promote the sustainable development capacity of the new generation. Entrepreneurial learning can enhance college students’ skills and entrepreneurial competence in facing the uncertain challenges of the future. In order to clarify the mechanism by which entrepreneurial learning influences college students’ entrepreneurial intention, a mediating moderation model was constructed, based on the theory of planned behavior, to explore the mediating role of entrepreneurial attitude, entrepreneurial self-efficacy, and perceived behavioral control. Furthermore, the moderating effect of important peers and teachers’ support on campus was combined, initially to assess the entrepreneurial intention of college students. This study adopted a quantitative research approach with a questionnaire survey, taking 704 college students in the Yangtze River Delta region as subjects. The research results showed that entrepreneurial learning has a significant positive predictive effect on the entrepreneurial intention of college students; entrepreneurial attitude and perceived behavioral control play a mediating role between the entrepreneurial learning and entrepreneurial intention of college students; and important peers and teachers’ support on campus can adjust the impact of entrepreneurial learning on entrepreneurial intention. The proposed framework provides a more concrete understanding of entrepreneurial intention. The results also provide policy and managerial insights into promoting entrepreneurial intention within higher education. |
