The Interplay Between ICT Skills, Employability, and Entrepreneurial Intentions Among University Students in South Africa

Abstract

This study examines the interplay among ICT skills, perceptions of employability, and entrepreneurial intention among university students, focusing on how generic and scarce ICT competencies influence their confidence in employment opportunities and their inclination toward entrepreneurial intentions. Drawing on the Theory of Planned Behaviour, the study explores how digital competencies shape entrepreneurial attitudes, perceived feasibility, and behavioural readiness. A quantitative research approach was adopted, and data were collected using a convenience sampling method from 117 university students enrolled in ICT-related programmes. A reliability analysis, exploratory factor analysis, correlation analysis, regression analysis, and chi-square tests were used to examine the relationships among ICT skills, employability perceptions, and entrepreneurial constructs. Findings reveal that students possess strong generic ICT skills and high self-efficacy, suggesting confidence in their general capabilities and labour market readiness. However, scarce ICT skills were found to be unevenly distributed across departments and campuses, indicating disparities in access to advanced technical training. Regression results show that both generic ICT skills (β = 0.27, p < 0.01) and scarce ICT skills (β = 0.34, p < 0.001) significantly predict employability (R2 = 0.29), while generic (β = 0.29, p < 0.01) and scarce ICT skills (β = 0.46, p < 0.001) significantly influence perceived feasibility (R2 = 0.41). Furthermore, employability (β = 0.31, p < 0.01) and perceived feasibility (β = 0.25, p < 0.05) significantly predict entrepreneurial intention (R2 = 0.27). The results also show strong entrepreneurial desirability among students, yet perceived feasibility remains comparatively low, highlighting a gap between entrepreneurial aspiration and perceived capability. Importantly, advanced ICT competencies strengthen students’ confidence in their ability to pursue entrepreneurial activities. The study concludes that strengthening scarce ICT competencies, experiential entrepreneurship education, and industry collaboration within higher education institutions is essential for enhancing graduate employability and entrepreneurial potential in South Africa.