Bridging the Intention-Behavior Gap in Sustainable Entrepreneurship Education: A Systematic Review of Pedagogical Interventions

Jejen Jaenal Aripin, Suryana Suryana, Heny Hendrayati

Abstract

Despite substantial investment in sustainable entrepreneurship education (SEE), empirical evidence reveals a persistent gap: entrepreneurial intention explains only 17% of the variation in actual behavior. This systematic literature review synthesizes 18 empirical studies (N=8,653) to identify contributing factors to the intention-behavior gap, the effectiveness of educational interventions, mediation mechanisms, and contextual variations in sustainable entrepreneurship within higher education institutions. A systematic search of the Scopus database (2015-2024) employing PRISMA 2020 guidelines yielded 231 documents, subsequently refined to 18 high-quality studies from 11 countries. Data were extracted using standardized templates and analyzed through narrative synthesis and thematic analysis. Findings reveal attitudes toward sustainable entrepreneurship as the strongest universal predictor of intention (β=0.668, p<0.001), confirming the Theory of Planned Behavior. However, only 5.6% of studies measured actual behavior, with 29% of variance remaining unexplained by intention. An education paradox was identified: generic business education attenuates the attitude-intention relationship (β=-0.122), whereas sustainability-specific programs demonstrate effectiveness (β=0.379-0.384). Self-efficacy functions as a complete mediator for experiential learning, while specific rather than generic institutional support proves crucial for the intention-behavior transition. Critical limitations include the dominance of cross-sectional designs (94%), the absence of longitudinal and experimental studies, and geographical concentration in Asia (61%). This review contributes to the integration of fragmented theoretical frameworks, resolution of the education paradox, and articulation of an urgent research agenda: longitudinal studies tracking intention-behavior transitions, randomized controlled trials comparing pedagogical approaches, and geographical expansion to underrepresented contexts to develop sustainable entrepreneurs who genuinely act toward achieving the 2030 Sustainable Development Goals.

Keywords: experiential learning; intention-behavior gap; sustainable entrepreneurship education; theory of planned behavior.

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References

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DOI: https://doi.org/10.20961/jkb.v30i1.112334

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