Moral Identity as an Educational Outcome and Psychological Pathway to Social Entrepreneurship Intention

Abstract

Understanding the psychological mechanisms that shape social entrepreneurship intention has been of interest, especially among undergraduates in higher education. Drawing on Social Cognitive Career Theory, this study investigates how Entrepreneurship Education influences Social Entrepreneurship Intention through the mediating role of Moral Identity. Data were collected from 327 Vietnamese university students in different majors throughout the country and analyzed by SmartPLS 3 software. It found that Entrepreneurship Education significantly influences both Moral Identity and Social Entrepreneurship Intention, and that Moral Identity partially mediates the relationship between EE and Social Entrepreneurship Intention. Notably, the findings reveal no significant difference in Social Entrepreneurship Intention by gender or major to demonstrate the inclusive impact of practical education on student career intention. The research result contributes theoretically by integrating Moral Identity into the Social Cognitive Career Theory model and emphasizes the need for educational programs to nurture not only knowledge and skills but also moral identity. Practical implications include curriculum design that embeds ethical reasoning and social engagement, aiming to foster a new generation of moral social entrepreneurs. Limitations and directions for future research are discussed, particularly regarding the role of culture and family background in shaping moral development and entrepreneurial intention.