Online learning flexibility and entrepreneurial opportunity recognition

The sequential mediating roles of perceived time flexibility and entrepreneurial self-efficacy

Bibliographic Data

ID22165663
AuthorsArdita Malaj (0000-0002-7190-6905, Arab Open University, corresponding author), Nizamettin Bayyurt (0000-0001-6993-4715, Alfaisal University)
Year2026
Volume11
Publication date2026-07-02
Open AccessYes
TypeARTICLE
VenueFrontiers in Education (JOURNAL)
Journal identifiersISSN: 2504-284X • E-ISSN: 2504-284X
PublisherFrontiers Media SA (PUBLISHER • CH)
DOI10.3389/feduc.2026.1874277
OpenAlexW7167010770
LanguageEN
References cited39

Introduction The increasing prevalence of online learning has transformed how students acquire knowledge and develop entrepreneurial capabilities. This study examines how online learning flexibility influences entrepreneurial opportunity recognition through the sequential mediating roles of perceived flexibility of time and entrepreneurial self-efficacy. Methods Drawing on the Theory of Planned Behaviour and Social Cognitive Theory, a conceptual model was developed and tested using covariance-based structural equation modelling (CB-SEM). Data were collected from 376 university students in Saudi Arabia and analysed to examine both direct and indirect relationships among the study constructs. Results The findings indicate that online learning flexibility does not directly influence entrepreneurial opportunity recognition. Instead, its effect operates indirectly through perceived flexibility of time and entrepreneurial self-efficacy. Perceived flexibility of time was positively associated with entrepreneurial self-efficacy and entrepreneurial opportunity recognition, while entrepreneurial self-efficacy emerged as a strong predictor of opportunity recognition. The results also support a significant sequential mediation effect linking online learning flexibility to opportunity recognition through perceived flexibility of time and entrepreneurial self-efficacy. Discussion The study demonstrates that flexible online learning environments foster entrepreneurial opportunity recognition primarily by enhancing learners' perceptions of time flexibility and strengthening their entrepreneurial self-efficacy. These findings extend the application of the Theory of Planned Behavior and Social Cognitive Theory to entrepreneurship education and provide practical implications for the design of autonomy-supportive digital learning systems, particularly in the context of Saudi Arabia's ongoing digital transformation initiatives

Cognitive flexibility · Entrepreneurship · Mediation · Perception · Social cognitive theory · Structural equation modeling · Creativity in Education and Neuroscience · Educational Leadership and Innovation · Entrepreneurship Studies and Influences

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