The role of teaching methods and students’ learning motivation in turning an environmental mindset into entrepreneurial actions

Abstract

The purpose of this research is to explore the relationship between students' environmental mindset and entrepreneurial actions, the role of different approaches to entrepreneurship education, and the impact of students' learning motivations on how entrepreneurship education influences the environmental mindset–entrepreneurial actions relationship. The analysis of the data from students at a Spanish university showed that environmental mindset can be considered a driving factor for students' entrepreneurial actions. Results also revealed that entrepreneurship teaching methods have the potential to moderate the environmental mindset–entrepreneurial actions relationship, with supply-side teaching methods having a negative influence, and demand and competency teaching methods strengthening the relationship. The study also found that students’ mastery-learning motivations only enhanced the moderating effect of competency teaching methods. This research advances entrepreneurship education scholarship and makes suggestions for a best practice model in entrepreneurship education, thereby confirming its importance in the field of student environmental entrepreneurship. It also supports the recommendation to adopt more active learning pedagogies in formal entrepreneurship education. Finally, the paper adopts an original approach to studying the influence of learning motivations based on the application of the constructive alignment principle to learning.

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