Unveiling the role of entrepreneurship education on green entrepreneurial intentions among business students: gender as a moderator

Abstract

The research investigates the impact of entrepreneurship education (EE) on green entrepreneurial intentions (GEI) among business students. Additionally, the study conducted a moderation analysis to examine whether gender influences the relationship between EE and GEI among female and male business students. Data were collected from 204 Tanzanian business students who had completed an entrepreneurship course as part of their major, using structured questionnaires. Quantitative data analysis and moderation effect testing were performed using PLS-SEM in SmartPLS 4. The findings reveal a significant positive relationship between EE and GEI. Moreover, gender was found to be significantly related to GEI, with males exhibiting a stronger effect compared to females. However, despite this, the study found that gender does not moderate the relationship between EE and GEI. This study offers unique insights into the influence of EE on GEI and the moderating effect of gender in the Tanzanian context. Furthermore, the study contributes to Sustainable Development Goal 4 by addressing the importance of enhancing education quality and ensuring inclusive and equitable learning opportunities for all individuals. The research also carries policy implications for promoting green business initiatives among future entrepreneurs. While the study provides valuable contributions, it is limited by its sample size, which solely consists of business students from Tanzania. Future research should consider expanding the sample to include students from various academic programs and diverse geographical locations to enhance the generalizability of the findings.

Keywords:

• Entrepreneurship education
• business students
• green entrepreneurship
• green entrepreneurial intentions
• higher education
• gender

REVIEWING EDITOR:

• Stephen Darwin, Universidad Alberto Hurtado, Chile

SUBJECTS:

• Entrepreneurship and Small Business Management
• Higher Education
• Higher Education Management

1. Introduction

Recently, there is a growing emphasis on sustainable development and environmentally friendly practices all over the world (Bertossi & Marangon, 2022; Shayan et al., 2022). This movement has gained traction in Africa, with higher education institutions (HEIs) taking a proactive role in fostering green entrepreneurship among students (Amankwah & Sesen, 2021). Tanzania, like many other Sub-Saharan African countries, is working to improve eco-friendly business practices (Ismail et al., 2023). Similarly, to other countries, the country’s HEIs have emphasized enhancing green practices for business practitioners within institutions and surrounding educational stakeholders. Therefore, students, particularly undergraduates in HEIs, are increasingly recognizing the potential of entrepreneurship to address environmental challenges while also contributing to economic growth (Amani et al., 2024). In this regard, the role of entrepreneurship education (EE) in fostering green entrepreneurial intentions (GEI) among undergraduate students remains one of the most important areas of research.

Green entrepreneurship entails incorporating eco-friendly practices into entrepreneurial activities, which are critical for realizing the sustainable development goals (SDGs) for environmental sustainability (Yi, 2021). As students embrace green entrepreneurship opportunities, HEIs in Sub-Saharan Africa could become innovation and creativity hotspots. Green entrepreneurship benefits communities by not only reducing the unemployment rate but also enhancing natural environment care (Amankwah & Sesen, 2021). The role of HEIs in providing EE must include aspects that prepare and enable students to address environmental issues by assisting them in developing innovative solutions that promote sustainability and eco-consciousness (Yi, 2021). The growing trend of green entrepreneurship in HEIs has drawn attentions of both female and male students who want to make a positive impact on society while building successful businesses (Aurellia & Nuringsih, 2023; Qazi et al., 2021). Therefore, these eco-entrepreneurs are challenging gender norms and demonstrating that environmental stewardship knows no bounds, providing a promising future for Africa’s sustainable development.

According to the literature, HEIs may be critical in nurturing and fostering the green entrepreneurial behaviors (Yi, 2021). This has been emphasized further by incorporating environmental sustainability aspects into curricula and aspiring students on the sustainable entrepreneurial intentions by equipping them with required skills and knowledge so as to address ecological challenges while identifying business opportunities (Barba-Sánchez et al., 2022; Romero-Colmenares & Reyes-Rodríguez, 2022). Furthermore, it is emphasized that the collaborative nature of EE fosters gender equality, encouraging female students to embrace their creativity and leadership potential in traditionally male-dominated fields. Surprisingly, most empirical studies conducted in Tanzania completely ignore the green aspects when investigating entrepreneurial intentions among students and graduates from HEIs (Ismail, 2022a; Nzilano et al., 2022). Similarly, when investigating the role of EE on entrepreneurial intentions, gender differences are also completely overlooked (Magasi, 2022).

Thus, the current research looks into the role of EE in explaining GEI among business students in a Tanzanian context. Also, the study expands the literature on the analyzing the moderating effect of gender by including female and male samples in explaining GEI. By increasing GEI among business students, this study is more likely to offer evidence on the role of EE from HEIs in achieving eco-friendly practices. Also, the study expands the literature on the role of gender in business students’ entrepreneurial intentions (Ismail, 2022a; Magasi, 2022; Pamela, 2022). The investigation may provide evidence for the rise of green entrepreneurship among female and male students in African HEIs which may herald a new era for the continent’s sustainable development. By incorporating EE, these young minds may be able to envision and execute innovative entrepreneurial solutions to pressing environmental challenges. Therefore, our current study may have important implications for practitioners in HEIs, including management and students.

The remainder of the paper is divided into several sections, the first of which presents the literature review and the basis for developing the hypothesis. Part three discusses the methodology, and part four discusses the main findings and discussions. Also, this part presents the study’s implications (theoretical and practical implications) and limitations and areas for further investigation in order to broaden the current research. Lastly, part five presents the conclusions based on the main findings.

2. Theoretical review and study’s hypotheses

2.1. Theory of planned behavior (TPB)

The study is guided on the assumptions of TPB as the theory is relevant in highlighting the relevant aspects that individuals experience that directly impact their intentions (Ajzen, 1991; Conner & Armitage, 1998). This suggests that a stronger commitment to a behavior increases the likelihood of engaging in it (Godin & Kok, 1996). Previous research has considered TPB as a theoretical framework that governs behavioral intentions such as EI (Ali et al., 2023; Aurellia & Nuringsih, 2023; Kusumojanto et al., 2021; Liñán & Fayolle, 2015). Therefore, it is regarded that EE is relevant in shaping the mindset and perceptions of individuals towards the entrepreneurial journey. Thorough EE, students not only gain theoretical knowledge but also practical insights into the intricacies of launching and sustaining a business venture (Amani et al., 2024). By delving into the nuances of entrepreneurship, students become aware of both the opportunities and challenges inherent in the entrepreneurial landscape. The aim of EE is to inspire minds that empower aspiring entrepreneurs to bolster their skills and knowledge, thereby enhancing the overall efficiency of their future business endeavors (Walter & Block, 2016). The theory is considered relevant as it provides foundation for HEIs to ensure that there is a proper alignment between educational interventions and environmental concerns in addressing EI (Aurellia & Nuringsih, 2023). Thus, in the context of EE with a focus on environmentally conscious business practices, individuals seeking to become green entrepreneurs possess a unique competencies, knowledge, and skills essential for orchestrating effective and sustainable business operations.

2.2. EE and GEI

In the literature, the influence of EE on entrepreneurial intentions remains inconclusively due to the nature of entrepreneurial settings across the globe (Bae et al., 2014; Do & Thu, 2023). For instance, it has been reported that EE is an important determinant of entrepreneurship intentions for students from Bangladesh universities (Ramadani et al., 2022). On the other hand, Dabbous and Boustani (2023) reported that EE did not significantly influence entrepreneurial intentions for business students in Lebanon. Even though, the relationship between EE and entrepreneurial intentions has been studied with such mixed findings. The role of EE on GEI remained relatively unexplored in the Tanzanian context (Mbowe, 2023; Pamela, 2022). Most of studies in this region have been mainly centering in exploring the entrepreneurial intentions in general (Amani et al., 2024; Ismail, 2022a; Nzilano et al., 2022), and aspects of perceived university support in motivating graduates’ entrepreneurial intentions (Nzilano et al., 2022). The current study then addresses this gap by providing evidence on the link between EE and GEI from the perspective of business students in Tanzania.

HEIs with the responsibility of instilling entrepreneurial intentions in students should focus on green entrepreneurship, which is a current debate and demand in the business world. Green entrepreneurship entails a deliberate and intricate progression that includes multiple aspects such as social and green-related entrepreneurship (Yi, 2021). It represents a type of business that consider environmental aspects and entrepreneurial initiatives, with the goal of transitioning to a more sustainable business framework. The concept of eco-friendly business endeavors is gaining traction, diverging from conventional profit-driven entrepreneurship (Ismail et al., 2023). This shift is due to its focus on establishing enterprises that harmonize the sustainability dimensions (social, environmental and economic aspects). HEIs train students to become entrepreneurs (Ismail, 2022a; Padi et al., 2022), though green entrepreneurship requires the student to be environmentally conscious while pursuing their carrier. As a result, business students who are trained and groomed by universities to be entrepreneurs should consider a path of preparing sustainable entrepreneurs in cases where universities are required to groom them in green entrepreneurial perspectives. Therefore, HEIs supported by government policies must consider green entrepreneurship courses for business students. However, previous research has demonstrated that the magnitude of entrepreneurial intentions may vary across males and females (Donaldson et al., 2023; Elshaer & Sobaih, 2023; Sánchez & Hernández-Sánchez, 2013). Additionally, it has been postulated that due to risks involved in entrepreneurial activities, women are less likely to intent (Westhead & Solesvik, 2016). This is further supported by a body of literature that shows that males exhibit higher entrepreneurial intentions than females (Joshi et al., 2023; Salavou et al., 2021). Therefore, it is theorized that GEI among business students may vary between females and males. Furthermore, on the closer examination of previous literature in Tanzania, most of them have been focusing on general entrepreneurial intentions among students in different settings (Amani et al., 2024; Nzilano et al., 2022). The evidence on the link between EE and GEI is scant among female and male business students in Tanzanian context. In line with this discussion, we intend to test the following hypotheses.

H₁: EE positively affects business students’ GEI.

H₂: Gender affects business students’ GEI in such a way that female students exhibit weaker effects than males.

2.3. Gender as a moderator

In the Tanzanian context, gender and entrepreneurship reflect the multifaceted aspects which are linked in relation to economic structures and cultural norms. The existing studies demonstrate that women are mostly unfavorable and marginalized in societies especially those focusing on business opportunities (Ismail, 2022b). However, recently, the research that has been done on women business and entrepreneurship supports their participation in business opportunities (Maliva et al., 2023; Semkunde et al., 2022). Therefore, there is a notable shift as women increasingly engage in entrepreneurship, driven by a desire for economic empowerment and societal change. Even though, the existing evidence on green businesses and entrepreneurship in aspects of gender is limited. The investigation on understanding of young women GEI is crucial in this domain. Therefore, the research aims to provide relevant aspects on the growing recognition of the economic potential inherent in empowering women as entrepreneurs, with policymakers increasingly integrating gender considerations into broader development strategies with emphasis on green business practices.

Globally, studies show that gender matters in influencing individual preferences, beliefs and attitudes (Dewitt et al., 2023; Love et al., 2024; Perez-Quintana et al., 2017). In this regard, research that considers gender as an important variable that may affect entrepreneurial intention is largely increasing (Ali et al., 2023; Elshaer & Sobaih, 2023). Furthermore, implications related to gender in green research has been clearly attracted a number of scholars (Moon, 2021; Shao et al., 2023). Therefore, examining the link between EE and GEI with respects to gender may be crucial piece of evidence in the research stream related to EE and entrepreneurial intention. Learning from findings of previous research on the moderating role of gender on the link between EE and entrepreneurial intentions was found to be insignificant (Kaur & Chawla, 2023; Ramadani et al., 2022), despite the fact that males show more intentions than females (Joshi et al., 2023). Even though, these studies establish interesting results, they did not cover the green aspects of entrepreneurial intentions and hence, the moderating role of gender on the link between EE and GEI remains relatively unexplored. Therefore, this study fills this gap by investigating the moderating effect of gender on the relationship between EE and GEI (see Figure 1). In this case, the following hypothesis worth testing:

Figure 1. The conceptual model.

H₃: Gender moderates the relationship between EE and GEI among business students in such a way that the relationship is weaker among females than males.

3. Methodology

3.1. Sampling and data collection

We gathered data from business students who had entrepreneurship as one of their major courses, which means that entrepreneurship was one of the mandatory courses in their studied program. Despite the fact that the sample may be biased with only students exposed to EE, their inclusion remains relevant due to their potential knowledge of the provided EE. Therefore, they may provide valuable information on aspects related to EE and GEI. Furthermore, these students were chosen because it is believed that Tanzanian business students who have been exposed to EE are likely to consider entrepreneurial ventures both during and after their studies (Amani et al., 2024; Ismail, 2022a). This study included 204 business undergraduate students. A sample size of 204 was deemed appropriate as a post-hoc analysis in G*Power software produced a statistical power of 0.999 that was achieved for the given sample size (204) with 0.15 effect size (f²).

During data collection, the surveyed students were issued with structured questionnaires physically. Thus, the study employed a structured questionnaire as the primary tool of data collection in order to facilitate quantitative data analysis. This technique is relevant for efficient data collection while ensuring anonymity and confidentiality for participants. The students were selected through simple random sampling and to ensure that the selected sample is representative of the population. This sampling procedure was involved by including all business students who studied entrepreneurship in the sampling frame. This ensured diverse backgrounds of respondents so as to guarantee a broad representation of the target population. While our sample may not perfectly mirror the entire population, we believe it adequately captures a range of perspectives and experiences relevant to meeting our major research objective. The respondents had an average age of 22.97 years, with females accounting for 105 (51.5%) and males accounting for 99 (48.5%).

3.2. Measurements

The study used validated measures that had previously been shown to be accurate in measuring the involved constructs. All constructs were assessed using five-point Likert scales. In our study, the exogenous variable is EE, which was measured using four items developed by Do and Thu (2023; Walter & Block, 2016). The endogenous variable, on the other hand, is GEI, which was measured using 5 items as described by Yi (2021). The items were not changed because they were found to be clear, and reliability and validity were not a concern during the pre-test. The measurement items are provided in Table 1.

Table 1. Measurements, reliability and validity.

Items/constructs	Outer loadings
Entrepreneurship education (α = 0.859, CR = 0.905, AVE = 0.704)
My school education helped me develop my sense of initiative-a sort of entrepreneurial attitude (EE1).	0.814
My school education helped me to better understand the role of entrepreneurs in society (EE2).	0.888
My school education made me interested to become an entrepreneur (EE3).	0.874
My school education gave me skills and know-how that enable me to run a business (EE4).	0.775
Green entrepreneurial intentions (α = 0.906, CR = 0.930, AVE = 0.728)
I wish to start a green enterprise that assists in alleviating environmental issues (GEI1).	0.796
I have a preliminary idea for a green enterprise to implement in the future (GEI2).	0.849
My professional goal is to become a green entrepreneur (GEI3).	0.908
I am willing to do anything to become a green entrepreneur (GEI4).	0.863
I will act as a professional manager and get involved in the management of a social enterprise through promotion (GEI5).	0.848

3.3. Analytical procedure

Because the study included the analysis of latent variables, PLS-SEM in SmartPLS was used as a quantitative data analysis technique. PLS-SEM is thought to be effective for predicting relationships between multiple constructs (Hair et al., 2020, 2021), and our study focused on predicting the relationship between EE and GEI among business students. Furthermore, SmartPLS 4 has a PLS-SEM which is effectively in analyzing relationships which may include other variables such as moderators in a single structural model (Ringle et al., 2022). Although this technique is not limited to analyzing small samples, it is more effective for analyzing large samples (Hair et al., 2019). In our study, PLS-SEM was effective for predicting the relationship between EE and GEI among business students (see Figure 1), as well as for analyzing the moderating effect of gender, which included female and male samples.

3.4. Testing reliability and validity

PLS-SEM was involved as the primary data analysis technique, with two stages. First, the measurement model was evaluated to determine whether the data were reliable and valid for further analysis. The structural model was assessed in the second stage so as to examine the predictive relationship between EE and GEI. Regarding reliability and validity, Table 1 shows that the measures were reliable and valid, with Cronbach’s alpha coefficients of 0.859 for EE and 0.906 for GEI (Tavakol & Dennick, 2011). In addition, the composite reliability (CR) values are 0.905 for the exogenous variable and 0.930 for the endogenous variable which are greater than 0.7, indicating that reliability was not a concern. Finally, as values of outer factor loadings exceed 0.708, indicator reliability was achieved (Ringle et al., 2023). Convergent validity, on the other hand, was achieved because the average variance extracted (AVE) values were 0.5 or higher (see Table 1). We also used the heterotrait-monotrait (HTMT) technique, the Fornell-Larcker criterion, and cross loadings for checking discriminant validity, and all criteria were met (Hair et al., 2019; Ringle et al., 2023), as values in Table 2 show that the HTMT matrix has values less than 0.85 and the square root of AVE values were greater than correlation between constructs and other constructs. Finally, as shown in Table 3, outer loadings are higher in their respective constructs than any other construct.

Table 2. The HTMT and Fornell-Larcker criterion.

HTMT Matrix
	EE	GEI
EE
GEI	0.540
Fornell-Larcker criterion
	EE	GEI
EE	0.839
GEI	0.481	0.853

Table 3. Cross loadings.

Items/Constructs	EE	GEI
EE1	0.814	0.416
EE2	0.888	0.395
EE3	0.874	0.453
EE4	0.775	0.337
GEI1	0.425	0.796
GEI2	0.403	0.849
GEI3	0.387	0.908
GEI4	0.411	0.863
GEI5	0.421	0.848

3.5. Non-response bias and common method variance (CMV)

To assess the non-response bias and CMV, the t-test and Harman single factor analysis was involved respectively. In the first place, the t-test was conducted to assess whether differences in mean scores for early and late responders are statistically significant. Thus, we followed a 75%-25% rule for establishing the early and late responses. The t-test and Harman single factor analysis were used to assess non-response bias and CMV respectively. First, the t-test was used to assess whether there were any significant differences between early and late responses. We found non-significant differences in the mean scores for the main constructs based on the t-test results, as p values were greater than 0.05. Therefore, non-response bias did not occur in our study (Armstrong & Overto, 1997). Also, the factor analysis results revealed that only 43.85% of the variance could be explained by a single factor. This result shows that the variance was less than 50%, indicating that CMV was not an issue in the data set (Podsakoff et al., 2003).

4. Results and discussion

4.1. Demographics, descriptive and correlation results

The demographic characteristics of the business students (respondents) are shown in Table 4. Out of 204 undergraduate business students, 105 (51.5%) were females, while the remaining 99 (48.5%) were males. Furthermore, the average age of the participants was 22.97 years, and the majority of them, 133(65.2%), had been involved in family business activities, while the remaining 71(34.8%) had no such experience. The large number of individuals engaged in family businesses was expected, as in Tanzania, there are individuals who are mostly involved as successors in such enterprises (Kiwia et al., 2020). Based on the demographics of both males and females, the study included the majority of young people, as shown in the sample characteristics, who are likely to be attracted with entrepreneurial intentions (Ramadani et al., 2022). EE has a mean value of 3.929, indicating that the majority of respondents slightly agree on the role of education in preparing their entrepreneurial thinking, whereas GEI has a mean value of 3.381, indicating that the majority of respondents perceived their ideas about eco-friendly entrepreneurial intentions neutrally. The findings also show that the relationship between EE and GEI is significant and positive (r = 0.476, p < 0.01). These findings suggest that responses from business students to EE correlate positively with GEI. The findings agree with those of Paray and Kumar (2020).

Table 4. Demographics, descriptive and correlation results.

Dummy variables
Variables	Frequency	Percentage
Gender
Female	105	51.5%
Male	99	48.5%
Family business involvement
No	71	34.8%
Yes	133	65.2%
Continuous variables
Variables	Mean	Standard deviation
Age	22.97	2.094
EE	3.929	0.977
GEI	3.381	1.076
Correlation matrix
EE	1	0.476**
GEI	0.476**	1

Notes: ** denotes significant at p < 0.01.

4.2. Hypotheses testing

4.2.1. EE on GEI

Following the successful evaluation of the measurement model, which established that measures were reliable and valid, we evaluated the structural model. The show that the variance inflation factor (VIF) for the inner model the values were less than 3.3, collinearity was not a problem in our data (Hair et al., 2019). Furthermore, the study’s findings show that the coefficient of determination (R²) for the structural model is 0.305 (see Figure 2). The finding implies that predicting variables in the model accounts for approximately 30.5% of the variance in GEI. Also, The predictive relevance, on the other hand, was assessed using Q² value (0.257) which was greater than zero and supported the achievement of the structural models’ predictive relevance (Hair et al., 2020). In examining the structural model as presented in the hypothesized model, the study included EE as a main predicting variable, gender as a moderating variable and the involvement in family business activities as a control variable in the structural model. Regarding the control variable, the study’s results present significant relationship between involvement in family business and GEI (β = 0.260, t = 2.048, p = 0.041). The findings support the fact that students involved in family business activities (reference category) have higher GEI than those who are not involved in such activities. This is supported by Hadjimanolis and Poutziouris (2011) and Wang et al. (2018) who opined that family may be relevant in explaining entrepreneurial intentions.

Figure 2. The structural model.

Furthermore, to test H₁, the value of path coefficient (β) and p-value were observed. The results as presented in Table 5 show that the relationship between EE and GEI was found to be positive and significant (β = 0.515, t = 6.658, p < 0.001) which confirms H₁. Our findings corroborate with Do and Thu (2023), and Zhang et al. (2022) as they cemented on the positive and significant link between EE and entrepreneurial intentions. However, unlike these studies, our study provides important evidence on the green aspects of entrepreneurial intentions. In this regard, the current study provides unique evidence on the role of EE in enhancing GEI. The positive relationship between EE and GEI may stem from the emphasis of HEIs on fostering the creation of eco-friendly businesses among future entrepreneurs. Therefore, students exposed to EE from these HEIs are more likely to consider businesses focusing on green practices. This argument is supported by Anghel and Anghel (2022) and Ali et al. (2023), who cemented on the link between education for green entrepreneurship among students in HEIs.

Table 5. Hypotheses testing.

Hypothesis	Original sample (O)	Standard deviation (STDEV)	T statistics (|O/STDEV|)	Confidence intervals		p-value
Control variable	0.260	0.127	2.048	0.007	0.512	0.041
H1: EE->GEI	0.515	0.077	6.658	0.362	0.664	0.000
H2: Gender->GEI	−0.476	0.114	4.169	−0.700	−0.251	0.000
H3: Gender*EE->GEI	−0.101	0.121	0.832	−0.334	0.139	0.406

Regarding H₂, the study’s findings in Table 5 show that gender and GEI are significant related with females (reference category) showing smaller effects than males (β = −0.476, t = 4.169, p < 0.001). The findings support the fact that gender is relevant in explaining entrepreneurial intentions. This is crucial as previous studies such as (Westhead & Solesvik, 2016) show that gender is a relevant factor in research related to entrepreneurial intentions in different settings. Thus, the study adds relevance piece of information on the role of gender in GEI. Also, the study tested the moderating effect of gender on the relationship between EE and GEI. The findings in Table 5 show that gender does not moderate the relationship between EE and GEI (β = −0.101, t = 0.832, p = 0.406). However, male students exhibit greater effects than females. The results also are portrayed in Figure 3 which shows that male students show greater effects on the link between EE and GEI than female students. Even though, the effects were not observed to be statistically significant.

Figure 3. Plot analysis of moderating effect.

Despite the fact that males and females have different entrepreneurial intentions (da Costa et al., 2023; Donaldson et al., 2023; Elshaer & Sobaih, 2023; Sánchez & Hernández-Sánchez, 2013), our findings show that gender does not moderate the influence of EE on GEI. These findings are consistent with those of Ramadani et al. (2022) and Kaur and Chawla (2023) who established that gender does not matter in moderating the influence of EE on entrepreneurial intentions. On the other hand, the study’s findings unveil that female business students had a weaker effect on the relationship between EE and GEI than male business students. The finding is somehow explained by the fact that perceived risks in entrepreneurship activities make females less likely to intent (Westhead & Solesvik, 2016). Also, evidence from Europe shows that young men have higher entrepreneurial intentions that young women (Salavou et al., 2021). Hence, the implication of these findings suggests the need for tailored approaches for females and males to address the gender gap effectively. By tailoring treatments to the specific needs and strengths of each gender, we can fully leverage the entrepreneurial potential of both groups and maximize GEI. It is expected that students will develop cross-cutting skills such as creativity, responsibility, and cooperation through diverse types of treatment in EE (Eurydice Report, 2016). However, since the findings do not support differential treatment, we advocate for gender equality in providing EE to enhance GEI for both female and male students.Our study then, call for greater efforts to ensure equal opportunities in EE for both female and male business students, which is consistent with SGD4 and 10 on enhancing access to education and equal opportunities for reducing inequalities, respectively.

This study adds to the current theoretical understanding of the inclusion of green aspects in exploring entrepreneurial intentions by using TPB. The theory has been advocated in a variety of research fields in order to explain EE and entrepreneurial intentions (Ali et al., 2023; Amani et al., 2024). Due to the fact that, there is little theoretical understanding of its role in exploring the relationship between EE and GEI in Tanzania, our study proposed and tested a theoretical model that predict the outcome of female and male business students’ GEI by using EE from HEIs. Therefore, our study responds to some calls for further research in gender differences when explaining entrepreneurial intentions (Joshi et al., 2023; Sánchez & Hernández-Sánchez, 2013) and investigation of entrepreneurial intentions in different contexts (Ramadani et al., 2022). In this vein, EE is regarded as a tool for enhancing both female and male ambitions to become green entrepreneurs. Furthermore, to add to the existing empirical studies on the link between EE and entrepreneurial intentions in Tanzania (Magasi, 2022; Pamela, 2022), our study not only investigates the link between EE and eco-friendly related entrepreneurship intentions, but also examines the moderating role of gender. With implications from the findings that gender does not moderate the relationship between EE and GEI, the study adds to the body of literature that investigates entrepreneurial intentions among females and males in various contexts (Joshi et al., 2023; Ramadani et al., 2022; Westhead & Solesvik, 2016).

Our research has important implications for HEI management practices. Based on the study’s findings, it may be beneficial to teach students about green entrepreneurial practices. Despite the fact that eco-friendly practices and sustainability in entrepreneurship have been deemed critical (Amankwah & Sesen, 2021; Li et al., 2023; Yi, 2021). Evidence on the implications for green entrepreneurship endeavors among female and male students in Tanzanian HEIs is lacking. Thus, government may consider encouraging aspects of EE which boosts green entrepreneurship mindsets of future entrepreneurs (students) in HEIs. On the other hand, the study’s findings on a moderation analysis provide a wake-up call for HEIs as they are expected to adhere to the achievement of equal opportunities for both genders. Therefore, efforts to provide EE should assume that gender-based inequalities do not exist so as to assist in achieving SDG4. This SDG emphasizes enhancing quality education, which inclusively and equally considers learning opportunities for all individuals (Shayan et al., 2022). This is in line with the current study that establishes the insignificant moderating effect of gender on the link between EE and GEI.

Furthermore, green aspects should be incorporated into EE, as the study found a positive and significant link between EE and GEI. This could be accomplished by incorporating sustainability concepts into EE provided to students, thereby facilitating an understanding of the importance of environmental responsibility in business decisions (Yi, 2021). The study emphasizes the important aspects of sustainability in higher education settings The infusion of green business models EE also may be done. The models may include aspects of the circular economy and renewable energy solutions. Inspiring female and male business students by using real-world case studies of successful green businesses to educate students on the practical applications of sustainable entrepreneurship. To enhance sustainability further, one strategy is to offer training and skill-building workshops that focus on sustainable business practices, green technologies, and entrepreneurship skills, ensuring accessibility and inclusivity for individuals of all backgrounds and genders (Kusumojanto et al., 2021).

Additionally, establishing mentorship programs that pair aspiring green entrepreneurs, especially women, who may encounter additional barriers with experienced mentors can provide valuable guidance, support, and access to networks and resources (Ismail, 2022b; Theaker, 2023). Providing access to funding opportunities, grants, and loans specifically targeted at green startups, with initiatives aimed at reducing gender disparities in access to capital and investment, is another critical step. Creating a supportive and inclusive ecosystem for green entrepreneurs through networking events, collaborative spaces, and online communities where individuals can share knowledge, resources, and experiences is also crucial (Shao et al., 2023). Encouraging diversity and inclusion in the green entrepreneurship space by actively promoting the participation of women and underrepresented groups in leadership roles, speaking opportunities, and decision-making processes is vital. Conducting research to better understand the unique challenges and barriers faced by female and male entrepreneurs in the green sector can inform the development of targeted interventions and policies. Lastly, highlighting successful female and male green entrepreneurs as role models to inspire others and showcase diverse paths to success in the green economy is essential (Wardana et al., 2024). By implementing a combination of these solutions, it is believed that we can create a more supportive and inclusive environment for green entrepreneurship, empowering individuals of all genders to pursue innovative solutions to environmental challenges.

Apart from the relevant implications discussed earlier, this study acknowledges certain limitations. Initially, it employed a quantitative research approach and a cross-sectional research design. However, it’s important to recognize that GEI among students may evolve over time. Consequently, future studies may consider a longitudinal research design to capture the actual variations in GEI among females and males as time progresses. Furthermore, future research could explore qualitative research methods and involve more sample with varieties (in term of programs and countries) as the current study is based on the students from business programs to gain a clearer understanding of the factors resulting to GEI under consideration. The study is based on the moderating role of gender on the link between EE and GEI. In this case, future studies may examine the mediating effects by considering potential mediators that may explain how EE explains GEI among female and male business students. Lastly, this study considers the definition of EE in respect to only students who were exposed to EE, hence there was no control group for those who were not involved in EE. Future studies should consider this limitation in order to directly measure the real impact of EE on GEI.

5. Conclusion

Based on the TPB, the study explored the role of EE on GEI among business students in Tanzania. In this regard, the study investigated the effect of EE on female and male students’ GEI. A moderation analysis was also done to investigate the significance differences between females and males in the relationship between EE and GEI. In our study, the relationship between EE and GEI was found to be positive and significant in the overall sample, which included both females and males. The findings of from the moderation analysis revealed that, when compared to male business students, females had a weaker effect on the link between EE and GEI than males. However, the findings revealed insignificant moderation effects of gender in the relationship between EE and GEI among male and female business students.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Victoria Makuya

Victoria Makuya, PhD, is a lecturer in business, marketing, and entrepreneurship at the department of business administration and management in the University of Dodoma, Dodoma, Tanzania. Her areas of interest include business management, marketing, and entrepreneurship.

Ismail Abdi Changalima

Ismail Abdi Changalima, PhD, is a lecturer at the department of business administration and management in the University of Dodoma, Dodoma, Tanzania. His research interests include business management, procurement strategies, supplier management, sustainable procurement, and green supply chain management.