Objective: This article aims to investigate how digital competence moderates the relationship between entrepreneurial education and digital entrepreneurship intention among university students within the framework of social cognitive career theory. Research Design & Methods: We employed a quantitative approach, utilising a structured questionnaire to collect data from 327 university students over two months. We analysed the data gathered from a diverse sample of students across different academic years using partial least squares structural equation modelling (PLS-SEM) to test the proposed hypotheses and examine the moderating effect of digital competence on the relationships between entrepreneurial education, self-efficacy, outcome expectations, and digital entrepreneurship intention. Findings: Digital competence has a dual moderating effect on digital entrepreneurship intention. It positively moderates the relationship between outcome expectations and entrepreneurial intention, enhancing students’ confidence in achieving entrepreneurial success. However, it negatively moderates the link between self-efficacy and intention, suggesting that high digital competence may reduce reliance on educationally developed selfefficacy. These findings underscore the nuanced role of digital competence in shaping entrepreneurial intention, challenging the conventional assumption that higher competence unilaterally strengthens entrepreneurial drive. Implications & Recommendations: The study’s limitations include a relatively small sample size and a focus on the role of entrepreneurial education without exploring the mediating effects of cognitive structures like self-efficacy and outcome expectations. Future research should consider larger samples and examine other contextual factors, such as cultural and environmental influences on digital entrepreneurship intention. Educational programs should integrate real-world experiences, adapt content to students’ digital competence, and focus on the entrepreneurship intention process while allowing students to self-develop. Contribution & Value Added: This study is the first to explore the moderating role of digital competence within the social cognitive career theory framework on forming digital entrepreneurship intention among university students. This study advances theoretical understanding and offers practical insights for enhancing digital entrepreneurship education by revealing how digital competence interacts with self-efficacy and outcome expectations. These findings have broader implications for academia and policymakers, emphasising the need for adaptive educational approaches that align with the evolving digital landscape. © 2025, Cracow University of Economics. All rights reserved.
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