Fred Peter, Sunday Eze, Temitope Asiyanbola, Adetunji Fadeyi
This study examined the relationship between entrepreneurial pedagogy, self-efficacy, and entrepreneurial orientation, with a specific focus on the mediating role of entrepreneurial orientation. The study explores five pedagogical approaches implemented in Nigerian universities, with a particular emphasis on four agric-based universities. A questionnaire was administered to 311 undergraduate students to collect the data. Structural Equation Modeling was used to analyze the hypothesis that entrepreneurial pedagogy influences entrepreneurial self-efficacy through entrepreneurial orientation. The results indicate that problem-based, experiential, and practice-firm approaches significantly influence students' entrepreneurial self-efficacy. Additionally, the findings reveal a significant partial mediation effect of entrepreneurial orientation on the relationship between entrepreneurial pedagogy and self-efficacy among undergraduate students. This study contributes to the understanding of the role of entrepreneurial pedagogy and entrepreneurial orientation in the development of entrepreneurial self-efficacy particularly in agric-based universities in Nigeria, which in turn improves entrepreneurial intention. By delivering entrepreneurship lectures using innovative and interactive teaching methods, lecturers can enhance students' entrepreneurial intentions through increased self-efficacy.