KGROUND AND OBJECTIVES: Digital transformation has become a defining factor in shaping entrepreneurial education and mindset in higher education. Despite growing institutional emphasis on digital entrepreneurship, many students and faculty members face persistent barriers that limit the transition from entrepreneurial intention to action. This study investigates how digital readiness, faculty engagement, and curriculum integration influence entrepreneurial mindset formation and help overcome cross-cultural differences in higher education institutions.METHODS: A quantitative survey was conducted among ۲۲۵ participants, including students and faculty members from universities in Bulgaria, China, and Ukraine. The study employed correlation analysis, an independent samples t-test, and ANCOVA to examine relationships between digital literacy, faculty participation in digital projects, curriculum integration, and entrepreneurial intentions.FINDINGS: The study revealed a strong link between digital skills and entrepreneurial intentions: students with high digital literacy (۴.۶/۵) were ۴۶% more likely to pursue entrepreneurship than those with basic skills (۳.۲/۵). Faculty involvement in digital projects also boosted support for student startups (۴.۲/۵ vs ۳.۵/۵). National differences in attitudes toward digital entrepreneurship largely reflected institutional digital readiness—۷۷% of the initial ۳۵-point gap was explained by curriculum integration of digital tools. Access to digital platforms increased perceived entrepreneurial feasibility by ۳۲%, and institutions with comprehensive digital tools had ۲.۳ times more student-led startups than those with minimal infrastructure.CONCLUSION: The study confirms that digital competence, active faculty involvement, and curriculum-level integration of digital tools are essential for fostering an entrepreneurial mindset and reducing institutional and cultural barriers in higher education. Universities should develop digital entrepreneurship ecosystems that combine technical training, experiential learning, and inclusive support structures to cultivate innovation and sustainability across academic communities.
