Digital marketing-based entrepreneurship learning: impact on self-confidence and entrepreneurial intentions of physical education students
DOI:
https://doi.org/10.47197/retos.v67.113473Keywords:
Entrepreneurship Learning, Digital Marketing, Entrepreneurial Intention, Efficacy, Physical Education StudentsAbstract
Introduction: Entrepreneurship learning in the digital era plays a crucial role in equipping students with the knowledge, skills, and confidence required to face economic challenges and pursue independent career paths. This is particularly relevant for physical education students, who often encounter limited career options and require alternative competencies to build entrepreneurial ventures.Objective: This study aims to examine the influence of students' perceptions of digital marketing-based entrepreneurship learning on their entrepreneurial intentions and self-efficacy. Methodology: The study employed a quantitative research design using a survey method. The population consisted of 849 physical education students, and the sample size of 87 respondents was determined using the Slovin formula. Data were collected through structured questionnaires and analyzed using the Partial Least Squares Structural Equation Modeling (PLS-SEM) approach.
Discussion: The results indicate that students’ perceptions of digital marketing-based entrepreneurship learning significantly predict entrepreneurial intention (R² = 0.384) and entrepreneurial self-efficacy (R² = 0.538). These findings suggest that students who view digital marketing as an integral part of their entrepreneurship education are more likely to feel confident in their abilities and are more motivated to pursue entrepreneurial endeavors.
Conclusions: Digital marketing-based entrepreneurship education can be a powerful tool in developing entrepreneurial mindsets among physical education students. The study highlights the need to incorporate digital marketing components into entrepreneurship curricula to foster stronger intentions and higher levels of self-efficacy. These findings provide valuable implications for curriculum developers and policymakers in the field of physical education and entrepreneurship education.
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