IMPACT OF TECHNOPRENEURSHIP EDUCATION ON HUMAN CAPITAL DEVELOPMENT AMONG STUDENTS OF TERTIARY INSTITUTIONS IN NIGER STATE: THE MODERATING ROLE OF ENTREPRENEURIAL SELF-EFFICACY
Silas Ndace , Olushola E, Omoniyi , Ruth Fatima Kolo and Comfort Bolaji Adeniyi
Volume 5 Issue 2
Abstract
This study examines the impact of Technopreneurship education on human capital development (HCD) among students of tertiary institutions in Niger State, with entrepreneurial self-efficacy (ESE) as a moderating variable. Drawing on human capital theory, the research employed a quantitative approach using structural equation modeling to analyze the relationships between key dimensions of Technopreneurship education and HCD. Findings revealed that business and financial literacy (BFL) significantly influenced HCD (β = 0.194, p = 0.002), while entrepreneurial skills and mindset (ESM) had a stronger positive effect (β = 0.218, p = 0.001). Innovation and creativity (IC) also contributed positively (β = 0.146, p = 0.004), as did technological competence (TC), which showed the strongest effect (β = 0.224, p = 0.000). Although ESE had a weak direct effect on HCD (β = 0.092, p = 0.054), moderation analysis demonstrated its critical role in strengthening the effects of TC (p = 0.000) and BFL (p = 0.006) on HCD. The results underscore the importance of embedding Technopreneurship education in tertiary curricula to enhance students’ capacity for innovation, problem solving, and adaptability, while highlighting ESE as a psychological enabler that amplifies the developmental outcomes. The study offers implications for policy and practice in advancing entrepreneurship-driven human capital development. Keywords: Technopreneurship Education, Human Capital Development, Entrepreneurial Self-Efficacy, Technological Competence, Entrepreneurial Skills, Mindset
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