The mediating role of Outcome-Based Education in the effects of financial, digital, and human literacy on student entrepreneurial success

Abstract

This study examines the mediating role of the Outcome-Based Education curriculum in shaping the influence of financial, digital, and human literacy on students’ entrepreneurial success. While prior research recognizes the importance of literacy skills for entrepreneurial performance, limited attention has been given to how curriculum design can facilitate the development and application of these competencies. Addressing this gap, the study aimed to explore the mechanisms through which an Outcome-Based Education framework supports literacy integration to enhance entrepreneurial outcomes. A mixed methods approach was employed, combining quantitative analysis to assess literacy levels and qualitative investigation to examine how curriculum structures mediate these relationships. Findings indicate that digital and human literacy contribute to student business ventures directly or indirectly through the curriculum, whereas financial literacy does not exert a measurable effect. The results underscore the complex interplay between curriculum design, literacy competencies, and entrepreneurial performance. The study highlights the importance of intentionally structured educational programs that integrate essential skills development, guiding educators, curriculum developers, and policymakers seeking to strengthen entrepreneurship education and foster student success in business initiatives.

Keywords: Curriculum design; digital literacy; entrepreneurial outcomes; human literacy; Outcome-Based Education.