The Impact of Entrepreneurial Education on Lifelong Learning Intentions Among Technical and Vocational Education and Training Students

Purpose: This study investigates how entrepreneurial education influences the lifelong learning intentions of Technical and Vocational Education and Training (TVET) students in Ghana. It specifically explores the mediating role of entrepreneurial self-efficacy and the moderating effect of industry exposure in this relationship, in line with Sustainable Development Goal 4, which advocates for inclusive and equitable quality education and lifelong learning opportunities for all. Design/Methodology/Approach: A quantitative research design was employed, with data collected from a sample of 218 final-year Marketing students in Koforidua Technical University in Ghana. Structural Equation Modelling (SEM) was used to examine the hypothesised relationships among entrepreneurial education, self-efficacy, industry exposure, and lifelong learning intentions. Research Limitation: The study is limited to final-year TVET Marketing students from one technical university in Ghana, which may affect the generalizability of the findings to other educational contexts or student groups. Findings: The study revealed that entrepreneurial education fosters lifelong learning, both directly and indirectly, with the latter mediated by self-efficacy. However, the moderating role of industry experience did not influence lifelong learning, indicating that experiential learning must be carefully framed. Hence, it complements rather than diminishes the drive for continuous personal and professional development. Practical Implication: The findings inform curriculum developers, educators, and policymakers on how to design entrepreneurial education programmes that not only equip students for immediate employment but also cultivate a mindset geared toward continuous learning. The study also emphasises the importance of integrating industry exposure into educational experiences to enhance real-world relevance. Social Implication: By fostering lifelong learning and entrepreneurial competencies, TVET institutions can better prepare students for dynamic labour markets and contribute to the broader goal of sustainable, inclusive development. Strengthening students' self-efficacy and engagement with industry may also enhance their social mobility and employability. Originality / Value: This study contributes to the growing discourse on educational sustainability by integrating entrepreneurial pedagogy, personal agency, and industry relevance. It offers a novel model that links entrepreneurial education to lifelong learning intentions through both psychological and experiential mechanisms.