Introduction: Entrepreneurial behavior, which is a vital factor in achieving sustainable socioeconomic development, can significantly contribute to national development by creating job opportunities, promoting innovation, and improving the national economy. In this regard, entrepreneurship education stands out as an effective tool for fostering and enhancing entrepreneurial behavior, as it can play a fundamental role in shaping such behavior by influencing people’s attitudes, enhancing their practical skills, and motivating them. However, despite the theoretical emphasis on the importance of entrepreneurship education, practical gaps persist in developing comprehensive and applicable models for enhancing students' entrepreneurial behavior. This study aimed to propose a holistic model to improve entrepreneurial behavior among students at Razi University, with a particular focus on developing entrepreneurship education.
Methodology: The research adopted the mixed-methods approach. In the qualitative phase, semi-structured interviews were conducted with 15 faculty members at Razi University. Data were then analyzed through qualitative content analysis and coding. Interviews continued until theoretical saturation was achieved. In the quantitative phase, a questionnaire was designed based on qualitative findings and distributed among 374 students. The sample was selected using simple randomization and Cochran’s formula. The collected data were analyzed using structural equation modeling (SEM) with AMOS software.
Findings: The qualitative findings identified ten key factors influencing entrepreneurial behavior: (1) improving educational and communicative infrastructure, (2) teaching psychological traits, (3) leveraging experiences, (4) changing attitudes toward entrepreneurial behavior, (5) teaching skills, (6) enhancing behavioral improvement, (7) creating role models, (8) strengthening entrepreneurial intentions, (9) adopting educational strategies, and (10) motivating students. The quantitative analysis validated these findings, demonstrating significant factor loadings (ranging from 0.53 to 0.82) for all identified variables in the final model. Among these factors, changing attitudes toward entrepreneurial behavior (factor loading = 0.82), improving entrepreneurial intentions (0.76), and teaching skills (0.69) were the most influential.
Conclusion/ Implications: This study aimed to present a comprehensive model for improving entrepreneurial behavior among students at Razi University. The results indicated that entrepreneurship education plays a significant role in the formation and reinforcement of entrepreneurial behaviors through various factors. From a theoretical perspective, this research provides a conceptual model for improving students' entrepreneurial behavior, which can serve as a reference framework in future studies aimed at developing entrepreneurial behaviors. From a practical standpoint, the findings can assist policymakers and universities in designing entrepreneurship education programs. It is recommended that universities foster entrepreneurial behavior among students by enhancing educational and communicational infrastructures, creating opportunities for interaction with successful entrepreneurs, and offering practical, skills-based courses. Furthermore, educational managers should adopt strategies that increase students' motivation to enter the field of entrepreneurship and guide them toward choosing this career path.