Empowering social entrepreneurial intentions through experiential learning and self-efficacy

Abstract

This study examines the impact of experiential learning on social entrepreneurial intentions, refining a previous model by exploring self-efficacy as a mediating factor. Data from 437 final-year students at two Malaysian universities, where experiential learning methods such as business plan development and group work were integrated, were analyzed using PLS-SEM. Findings reveal that self-efficacy partially mediates the positive relationship between experiential learning and social entrepreneurial intentions. These insights support policymakers in embedding experiential learning within social entrepreneurship education to foster graduates' critical thinking, entrepreneurial skills, and commitment to sustainable, responsible management. The study advances theoretical discussions by extending Kolb's Experiential Learning Theory and Bandura's Social Learning Theory, particularly in non-Western contexts like Malaysia. Uniquely, it examines the interplay between experiential learning dimensions, self-efficacy, and social entrepreneurial intentions using a modified Kolb Learning Style Inventory integrated with social learning theory. This study introduces an innovative pedagogical approach integrating experiential learning, critical thinking, and sustainability into social entrepreneurship education, fostering ethical decision-making and responsible management while addressing a crucial gap in understanding how experiential learning develops socially responsible business leaders.