ABSTRACT

Purpose: This study examines the impact of learning climate on entrepreneurial persistence behavior, focusing on the mediating role of entrepreneurial education and the moderating role of transformational teaching. It seeks to advance knowledge about how academic environments and teaching approaches foster entrepreneurial resilience among students. Method: A quantitative method was used by collecting data from 247 students studying in universities offering various study programs. To measure the constructs, a structured questionnaire with the established scales derived from previous literature was used. The data was analyzed using variance-based structural equation modeling in the ADANCO software to check the hypotheses proposed and to establish mediation and moderation effects. Findings: The findings indicate that an entrepreneurial supportive learning climate enhances significantly entrepreneurial persistence behavior. Entrepreneurial education is shown to influence directly and to mediate the impact of the learning climate on persistence behavior. Furthermore, transformational teaching strengthened the positive influence of learning climate on persistence. Such findings, therefore, underpin the necessity to incorporate entrepreneurial-focused pedagogies and supportive academic environments for entrepreneurial resilience. Implications: This paper extends current scholarship on the joint role of learning climate, entrepreneurial education, and transformational teaching in entrepreneurial persistence behavior. It extends insights into the practical ways that educators and policymakers can work toward developing effective strategies in ensuring that students possess entrepreneurial mindsets, thereby fostering innovation and sustainability in academe.