context of Nigeria’s higher education system, emphasizing its contribution to Sustainable Development Goals 4 (Quality Education) and 8 (Decent Work and Economic Growth). The paper relied on the Risk-Bearing Theory, Human Capital Theory, and Dynamic Capabilities Theory to examine the role of cognitive, behavioural, and strategic competencies in risk-taking behaviour among graduates. The study used a quantitative research design that involved taking data of 362 Covenant University graduates via a structured questionnaire and analysed using Partial Least Squares Structural Equation Modelling (PLS-SEM). The findings revealed that entrepreneurial capability positively and significantly influenced the willingness to take risks among graduates (β= 0.572, p < 0.001) explaining 32.7% of the variance in risk-taking behaviour. This implies that the enhanced opportunity recognition, innovation, flexibility, and strategic decision-making are of a great benefit to risk tolerance and entrepreneurial readiness. The paper concludes that entrepreneurship education needs to shift away from theorized instruction to the more experiential, capability-based approach that fosters practical risktaking capability. The study recommended that curriculum changes, integration of mentorship, and policy alignment in order to have risk sensitive and innovatively oriented graduates who can contribute to the sustainable job creation and inclusive growth of the emerging economies such as Nigeria.
