Pedagogy and Curriculum Mediate the Relationship Between University Entrepreneurship Support and Green Entrepreneurial Intentions among University Students

Purpose This study explores how university entrepreneurial support influences students’ green entrepreneurship intentions in technical universities in Ghana. It examines the mediating roles of pedagogy and entrepreneurship curricula in shaping aspirations to establish environmentally sustainable businesses. Design/Methodology/Approach Grounded in an integrated theoretical framework combining Theory of Planned Behaviour, Social Cognitive Theory, and Human Capital Theory, the study adopts an explanatory cross-sectional research design. Data were collected via a structured Likert-scale questionnaire from 1,329 undergraduate students across four technical universities in Ghana. Analysis was conducted using Partial Least Squares Structural Equation Modelling with SmartPLS 4. Findings Confounding analysis showed that age and entrepreneurial family history had no significant effects, while gender influenced perceptions of teaching methods and curriculum but not green entrepreneurial intention. Direct effects revealed that university entrepreneurial support strongly predicted teaching methods (β = 0.649, p < 0.001), curriculum (β = 0.596, p < 0.001), and green entrepreneurial intention (β = 0.352, p < 0.001). Teaching methods (β = 0.180, p = 0.024) and curriculum (β = 0.357, p < 0.001) also positively affected green entrepreneurial intention. Mediation analysis indicated significant indirect effects through teaching methods (β = 0.117, p = 0.026) and curriculum (β = 0.213, p < 0.001), with curriculum exerting the stronger mediating influence. Originality/Value This study provides empirical evidence from Ghanaian technical universities, demonstrating that pedagogy and curriculum act as critical transmission mechanisms rather than peripheral elements. By integrating three complementary theories, it advances understanding of green entrepreneurial intention formation and offers actionable insights for university administrators, curriculum designers, and policymakers seeking to promote sustainability-oriented entrepreneurship education.