Purpose: This quantitative study explores the relationship between innovation, entrepreneurial education, and entrepreneurial mindset among Technical and Vocational Education and Training (TVET) students, providing insights for educators and policymakers. Design/Methodology/Approach: Over four months, data were collected from 800 TVET students from ten technical universities in Ghana using a stratified random sampling technique. The analysis was conducted using Partial Least Square-Structural Equation Modeling (PLS-SEM). Findings: The findings indicate a significant relationship between innovation and entrepreneurial education, which positively influences the entrepreneurial mindset of TVET students. Research Limitation: The study is limited by its focus on TVET students in specific technical universities, which may affect the generalizability of the findings to other educational contexts or regions. Future research could expand to include diverse educational settings. Practical Implication: The results provide evidence-based strategies for curriculum development aimed at fostering innovation and cultivating entrepreneurial mindsets, which educators and policymakers can utilise to enhance TVET programmes. Social Implication: By promoting an entrepreneurial mindset among TVET students, this study supports broader economic development initiatives, potentially leading to increased job creation and economic growth within communities. Originality/Value: This research contributes to the existing literature on entrepreneurship education by highlighting the critical role of innovation in shaping the entrepreneurial mindset of TVET students. It fills a gap in understanding how TVET can be optimised for future skills and hands-on training. © African Journal of Applied Research.
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