Investigating social entrepreneurship competency through the TPB and experiential learning: Integrating theory and practice

This study explores the development of students’ social entrepreneurship competencies (SEC) through the combined lens of the theory of planned behavior (TPB) and experiential learning theory (ELT). Data were collected using a stratified random sampling method from 384 students enrolled in higher education institutions in Delhi, Greater Noida, and Noida. The results reveal that moral obligation, self-efficacy, and social support significantly and positively impact SEC. Although empathy does not directly influence SEC, its relationship becomes significant when moderated by experiential learning, signifying that experiential exposure enhances students’ empathetic engagement in entrepreneurial contexts. The moderating effect of experiential learning also strengthens the link between moral obligation and SEC. These findings validate the role of experiential learning as a pedagogical enabler, transforming intention into competency and bridging the gap between theoretical knowledge and practical application. The study contributes to entrepreneurship education by extending TPB and reinforcing the value of ELT in shaping socially responsive, competency-driven student entrepreneurs.