Introduction: Entrepreneurship, as the driving force behind innovation, job creation, and economic growth, plays a central role in the sustainable development of societies. Entrepreneurial intention, as a precursor to entrepreneurial behavior, is shaped by psychological factors, including entrepreneurial mindset. Entrepreneurial mindset encompasses a set of cognitive and behavioral characteristics that assess an individual's ability to recognize opportunities, make decisions under uncertainty, and create economic value. Despite numerous studies in this field, there is limited research on the simultaneous examination of the various dimensions of entrepreneurial mindset and their impact on entrepreneurial intention, particularly in the academic environments of Iran. This study aims to analyze the impact of five key dimensions of entrepreneurial mindset—creativity, opportunity-seeking, risk-taking, ambiguity tolerance, and optimistic disposition—on the entrepreneurial intention of students at Bu-Ali Sina University.

Methodology: This study employed a quantitative-correlational design using Structural Equation Modeling (SEM). The statistical population consisted of students at Bu-Ali Sina University (N = 12,000), from which a sample of 190 students was selected through convenience sampling. Data were collected using standardized questionnaires. To assess the validity of the questionnaire, expert opinions in the field of entrepreneurship were utilized, along with construct validity (both convergent and discriminant validity). Reliability was evaluated using Cronbach's alpha and composite reliability. Data analysis was conducted using SPSS and SmartPLS software, applying the Partial Least Squares Structural Equation Modeling (PLS-SEM) method.

Results: The findings of the study indicated that creativity, risk-taking, and ambiguity tolerance have a significant positive impact on entrepreneurial intention, while opportunity-seeking had no significant effect, and optimistic disposition had only a marginal effect. The results show that the independent variables studied explained 30% of the variance in students' entrepreneurial intention, indicating a significant impact of the dimensions of entrepreneurial mindset on entrepreneurial intention. Moreover, the predictive relevance of the model (Q² = 0.18) suggests a relatively good fit of the structural model.

Conclusion: The results of this study emphasize the importance of strengthening creative skills, increasing ambiguity tolerance, and fostering risk-taking among students. The findings suggest that in order to enhance entrepreneurial intention, it is not sufficient to focus solely on opportunity identification, and other dimensions of entrepreneurial mindset should also be developed. Furthermore, this study can assist educational planners and policymakers in designing more effective programs to promote entrepreneurship among students. Therefore, it is recommended that universities foster an environment conducive to the development of students’ entrepreneurial mindset—and consequently, their entrepreneurial intention—by offering practical training programs, organizing business simulation workshops, and promoting greater interaction with successful entrepreneurs. Ultimately, this study can serve as a foundation for future research in the field of entrepreneurship and the cultivation of entrepreneurial mindset within academic settings.