Muhammad Hasan, Andi Khairil Abrar, Thamrin Tahir, Neti Budiwati, Raya Sulistyowati
Rapid digital transformation and shifting labour market demands require higher education to equip students with entrepreneurial literacy (ELIT) and digital business literacy (DBL). Yet many systems—especially in developing regions—face a capability gap in which digital exposure does not translate into strategic entrepreneurial competence. This study develops and validates a multitheoretical framework explaining how entrepreneurship learning (EL) fosters these dual literacies, with digital growth mindset (DGM) as a mediating mechanism. Drawing on Transformative Learning Theory, Social Cognitive Theory, the Job Demands–Resources model, and the Knowledge-Based View, the model positions EL as a driver of cognitive transformation, self-efficacy, resource management, and strategic knowledge building. Using survey data from 856 Indonesian students and partial least squares structural equation modeling (PLS-SEM), the study finds that EL significantly enhances ELIT, DBL, and DGM; DGM also positively affects both literacies and partially mediates EL's influence. These results identify DGM as a psychological bridge linking experiential learning to adaptive literacy development. Practically, the findings guide curriculum design through project-based learning, digital workshops, incubation, and collaborative mentorship. Accordingly, it is recommended that universities integrate structured project-based digital learning and mentorship to strengthen students' dual literacy formation. © 2026 The Authors.
Faculty of Economics and Business, Universitas Negeri Makassar, Jl. Raya Pendidikan, South Sulawesi, Makassar, IDN-90222, Indonesia; Faculty of Economics and Business Education, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi Nomor 229, West Java, Kota Bandung, IDN-40154, Indonesia; Faculty of Economics and Business, Universitas Negeri Surabaya, Jl. Ketintang No.2, Ketintang, Kec. Gayungan, East Java, Surabaya, IDN-60231, Indonesia
