Entrepreneurship has become a key driver of economic growth and innovation. Universities play an important role in developing students' entrepreneurial competencies, but the factors influencing the success of students' start-up businesses must be better understood. This study aims to investigate the influence of experiential learning and entrepreneurial orientation on college students' start-up business performance and examine the moderating role of social networks. Using a quantitative research design, data were collected from a sample of 150 entrepreneurial students at an Indonesian university through a questionnaire. The data was analyzed using the Structural Equation Modeling (SEM) technique with SmartPLS. Results showed that experiential learning (? = 0.352, p < 0.001) and entrepreneurial orientation (? = 0.417, p < 0.001) positively and significantly influenced students' start-up business performance. The social network was found to moderate the relationship between entrepreneurial orientation and business performance (? = 0.183, p < 0.05). This study concludes that combining experiential learning, entrepreneurial mindset development, and social capital fostering is essential to nurturing successful young entrepreneurs. The findings provide valuable insights for universities in designing effective entrepreneurship education programs.

The study aims to find a structural fit model related to students’ readiness to face the digital economy in the perspective of irrational behavioral economic theory. The study uses quantitative Explanatory research with a population of undergraduate students of Economics Education at the East Java PGRI College and uses a proportional random sampling with total of 351 students. Data were collected by questionnaires using linkert scale and were analysed by SEM-PLS data analysis . The findings show that digital economic skills don’t significantly mediate the relationship between herd behavior, loss aversion, and student readiness. However, the digital economy succeeded in mediating the influence of confirmation bias on student readiness because of helped reduce the impact of confirmation bias on student readiness by offering access to diverse information and developing critical thinking skills. This study contributes are become theoretical literature on the functional relationship between irrational behavior, digital economic skills, social support and student readiness studied in the context of behavioral economics. It can be a reference for developing educational models in digital era learning and reference for further researchers to develop appropriate policy recommendations by involving several related stakeholders.