Muhammad Hasan, Tuti Supatminingsih, Muhammad Ilyas Thamrin Tahir, Muhammad Ihsan Said Ahmad
Generation Z growing up in the digital and disruptive era requires entrepreneurship education that not only delivers knowledge but also forms adaptive capabilities to face the complex business world. Uncertain market dynamics require students to be not only conceptually prepared but also psychosocially resilient. Based on these needs, this study analyzes the effect of entrepreneurship education on the entrepreneurial readiness of Generation Z students by placing relational agility and result agility as mediators. The conceptual framework was developed through the integration of Social Cognitive Theory (SCT), the Job Demands–Resources (JD-R) model, and social capital theory. Data were obtained from 687 Generation Z students through an online survey and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The results show that entrepreneurship education has a significant effect on entrepreneurial readiness, both directly and indirectly through relational agility and result agility. These two mediating variables are proven to be important personal resources that enhance students' strategic capabilities in managing social relations and facing challenge-based outcomes. These findings underscore the need for transformation of entrepreneurship curriculum towards experiential and collaborative, emphasizing agility as a core competency. Theoretically, this study extends the literature through cross-theory integration and the mediating role of agility. Practically, these results are useful for higher education institutions and curriculum designers in preparing Generation Z to face the dynamic and uncertain entrepreneurship ecosystem. © 2025 Elsevier Ltd
Faculty of Economics and Business, Universitas Negeri Makassar, Jl. Raya Pendidikan, South Sulawesi, Makassar, IDN-90222, Indonesia
