The global deterioration of the natural environment has intensified interest in green entrepreneurship as an essential pathway to achieving sustainable development. Although the role of higher education has been widely recognized, the psychological mechanisms through which university support is transformed into green entrepreneurial intention remain insufficiently understood. Drawing on Social Cognitive Theory (SCT), this study develops and tests a structural model linking University Educational Support (UES) with GEI through two parallel mediators: Entrepreneurial Self‑Efficacy (ESE) and Proactivity (PRO). Data were collected from 303 undergraduate students in Vietnam who had participated in entrepreneurship‑ or sustainability‑related courses and activities. The results indicate that UES significantly enhances both ESE and PRO, and that both psychological factors positively influence GEI. These findings contribute to sustainable entrepreneurship literature by clarifying how university environments shape students’ intentions to engage in ecologically responsible venture creation. The study emphasizes that educational institutions should not limit themselves to theoretical instruction but should instead develop a practice‑oriented entrepreneurial ecosystem—such as mentoring networks, green incubation programs, and experiential learning opportunities—that simultaneously strengthens students’ confidence and proactive tendencies.
