{'fraction_non_alphanumeric': 0.02106084243369735, 'fraction_numerical': 0.0, 'mean_word_length': 5.86096256684492, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Theory of Vocational Knowledge-Based Entrepreneurial Intentions

This study intended to evaluate and prove the significance of vocational knowledge on entrepreneurial intention in university students, with the support of empirical evidence. The study also intended to produce an in-depth understanding of the factors involved in the vocational knowledge that contributes to improving the behavior of individuals. The study employed a quantitative research approach; the data collection method was based on both primary and secondary sources. This study thus provides a detailed understanding of the impact of vocational knowledge (factual, conceptual, procedural, and meta-cognitive knowledge) and its increasing importance over time, along with the drawbacks evident in the acquisition of knowledge in universities. The study findings revealed that collaboration of different kinds of knowledge dimensions, identified in terms of factual, conceptual, procedural, and meta-cognitive knowledge, have a strong impact on the enhancement of entrepreneurial intention of students, as higher knowledge will help to implement better and effective decisions in critical scenarios. In accordance, SPSS, graphs, and charts have been used for analyzing the retrieved data from primary sources.