Influence of Reality-Based Instructional Videos on Entrepreneurial Aspiration and Sustainability-Oriented Intentions among Higher Education Business Students
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Abstract
Instructional videos are increasingly becoming an important component of teaching and learning within higher education, particularly in entrepreneurship education. Despite their growing use, limited empirical attention has been directed towards understanding how instructional entrepreneurial videos influence entrepreneurial aspiration and sustainability-oriented intentions among vocational higher education business students. Using Dragons’ Den and Shark Tank as instructional video resources, this study examined the influence of instructional usefulness, video engagement, and perceived realism on entrepreneurial aspiration and sustainability-oriented intentions among Pearson BTEC Higher Education business students in the United Kingdom. The study was informed by the Cognitive Theory of Multimedia Learning, the ICAP Framework, Social Learning Theory, the Theory of Planned Behaviour, and Self-Determination Theory. Using a quantitative cross-sectional design, data were collected from 172 business students through a structured questionnaire. Regression analysis was conducted using IBM SPSS Statistics Version 31, while Confirmatory Factor Analysis and validity assessments were performed in R. The findings revealed that all instructional video dimensions individually demonstrated significant positive relationships with entrepreneurial aspiration and sustainability-oriented intentions. However, perceived realism emerged as the strongest predictor within the combined regression models. The findings suggest that instructional videos reflecting authentic entrepreneurial experiences exert stronger influence on students than purely motivational content. The study recommends the integration of authentic entrepreneurial video content into entrepreneurship teaching to strengthen students’ entrepreneurial aspiration and sustainability-oriented thinking.
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