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<p>The development of digital business ecosystems is a strategic issue in the digital era, particularly for empowering Gen Z to contribute to inclusive and sustainable economic growth. This study examines how entrepreneurship education influences technopreneurship intention through the mediating roles of digital business literacy and digital financial literacy. Using a quantitative survey of 411 Gen Z students and partial least squares structural equation modeling (PLS-SEM), the findings show that entrepreneurship education has an indirect effect on technopreneurship intention through both forms of digital literacy, which each act as significant mediating mechanisms. The results further indicate that digital business literacy contributes to the development of digital financial literacy, suggesting a sequential capability-building process. By focusing on empirically tested relationships, this study contributes to entrepreneurship education research by demonstrating how content-oriented, digitally enriched educational practices translate into technopreneurial readiness among Gen Z learners. Practically, the findings underscore the importance of embedding digital business and financial literacy within entrepreneurship curricula to strengthen technology-oriented entrepreneurial capacity in emerging digital economies.</p>

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“I’m gen Z—Can I become a Technopreneur?” the mediating power of digital business and financial literacy in entrepreneurship education

  • 期刊论文

  • 发表日期：

    2026年1月28日

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  • Muhammad Hasan,
  • Tamir Januddin,
  • Thamrin Tahir

摘要

The development of digital business ecosystems is a strategic issue in the digital era, particularly for empowering Gen Z to contribute to inclusive and sustainable economic growth. This study examines how entrepreneurship education influences technopreneurship intention through the mediating roles of digital business literacy and digital financial literacy. Using a quantitative survey of 411 Gen Z students and partial least squares structural equation modeling (PLS-SEM), the findings show that entrepreneurship education has an indirect effect on technopreneurship intention through both forms of digital literacy, which each act as significant mediating mechanisms. The results further indicate that digital business literacy contributes to the development of digital financial literacy, suggesting a sequential capability-building process. By focusing on empirically tested relationships, this study contributes to entrepreneurship education research by demonstrating how content-oriented, digitally enriched educational practices translate into technopreneurial readiness among Gen Z learners. Practically, the findings underscore the importance of embedding digital business and financial literacy within entrepreneurship curricula to strengthen technology-oriented entrepreneurial capacity in emerging digital economies.