The study addresses the growing need for ethical and socially responsible practices within the mass communication sector, particularly in light of the Sustainable Development Goals. Traditional media models are being challenged by the digital era, leading to job insecurity and a need to explore alternative career paths. Social entrepreneurship presents a viable option, combining social impact with market-based activities. While previous research has examined determinants of social entrepreneurial intentions (SEI), it often neglects the transition from intentions to actual behaviors. This study aims to address this gap by investigating the determinants of both SEI and social entrepreneurial behaviors, focusing on digital literacy and comparing the responses of students and practitioners in mass communication.

The study grounds its conceptual model in the Theory of Planned Behavior (TPB) and Social Cognitive Career Theory (SCCT). TPB emphasizes attitudes, perceived behavioral control, and subjective norms in shaping intentions. SCCT highlights self-efficacy and outcome expectations. The literature review examines the characteristics of students and practitioners in mass communication, noting differing motivations (altruism vs. profit) between news media and strategic communication. It also discusses the impact of the digital era on journalism, including reduced barriers to entry and the rise of social entrepreneurial journalism as a potential alternative career path. The review highlights the limitations of previous studies which primarily focused on intentions without adequately exploring the link to behaviors, emphasizing the need for a more comprehensive model.

The study employs a quantitative survey method with structural equation modeling (SEM) to analyze data from 814 participants (373 students, 441 practitioners) in Taiwan's mass communication field. Web-based surveys were used to collect data, minimizing data entry errors and enabling cost-effective data collection from a geographically dispersed sample. Confirmatory factor analysis (CFA) was performed to validate the proposed factor structure, evaluating convergent validity, item consistencies, and discriminant validity. SEM was then used to analyze the structural models for students and practitioners separately to enhance the robustness of the findings. Measures for variables such as experience with social problems, perceived social support, social entrepreneurial self-efficacy, outcome expectations, peer social awareness, and digital literacy were adapted from existing scales. A six-point Likert scale was used for responses. Age, sex, education level, and household income were included as control variables.

CFA demonstrated an acceptable fit for the hypothetical model. The SEM analysis revealed several key findings. For both students and practitioners, perceived social support positively influenced SEI, but its effect on social entrepreneurial behaviors was non-significant. In the student sample, social entrepreneurial self-efficacy positively influenced SEI, but not behaviors. Outcome expectations showed no significant effect on SEI in either sample. Experience with social problems positively influenced SEI indirectly through perceived social support, self-efficacy, and outcome expectations. Peer social awareness positively influenced SEI in both samples. Critically, digital literacy showed a significant positive direct effect on both SEI and social entrepreneurial behaviors in both samples. Finally, SEI positively influenced social entrepreneurial behaviors in both samples. In the student sample, gender and education level influenced SEI, while household income affected social entrepreneurial behaviors.

The findings highlight the significant role of digital literacy in fostering SEI and behaviours among mass communication students and practitioners. The non-significant effect of perceived social support on behaviours suggests that while social support is crucial for initiating ventures, other capabilities like digital literacy are needed for actual implementation. The lesser significance of self-efficacy and outcome expectations might be attributed to the pragmatic nature of practitioners who prioritize tangible rewards. The positive indirect effect of experience emphasizes the value of hands-on learning and exposure to social issues. The influence of peer social awareness underscores the impact of social norms and collective action in social entrepreneurship. The strong and robust link between SEI and behaviours validates the TPB framework. Overall, the results demonstrate the importance of digital literacy and practical skills beyond intentions in shaping social entrepreneurial actions.

This study underscores the critical role of digital literacy in fostering social entrepreneurial intentions and behaviors among mass communication students and practitioners. Educators and policymakers should focus on integrating digital literacy training and hands-on experience into curricula. Future research could explore the generalizability of these findings to other industries and countries, investigate social intrapreneurship within organizations, and further examine the interplay of various factors influencing the transition from social entrepreneurial intentions to actions.

The study's limitations include its focus on Taiwan's mass communication sector, limiting the generalizability of findings. The exclusion of individuals without internet access might introduce bias. Future research should address these limitations by investigating broader populations and contexts.